Joint Position Statement on Dual Enrollment in Composition - National Council of Teachers of English

Position Statements

NCTE and its constituent groups have developed position statements on a variety of education issues vital to the teaching and learning of English language arts.

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Position Statements

Joint Position Statement on Dual Enrollment in Composition


Category: Assessment, CCCC, Instruction, Writing
Print Statement

Conference on College Composition and Communication, November 2019, (replaces the November 2012 CCCC “Statement Dual Credit/Concurrent Enrollment Composition: Policy and Best Practices”)

EXECUTIVE SUMMARY

The Conference on College Composition and Communication (CCCC) recognizes the increasingly large number of students earning college credit for first-year composition (FYC) while still in high school. Research suggests the value in Dual Enrollment (DE) programs; it also suggests some challenges and inconsistencies across them. Thus, this position statement attempts to address both the value and the challenges, to help ensure students’ success within these programs, and also to bridge high school and college writing contexts more cohesively, in particular for those instructors teaching in DE programs.

This joint statement, representing the collective position of the Conference on College Composition and Communication (CCCC), the Two-Year College English Association (TYCA), the Council of Writing Program Administrators (CWPA), and the College Section of the National Council of Teachers of English (NCTE), aims to:

  1. Outline collective curricular outcomes for FYC and provide recommendations for DE instructor preparation and support;
  2. Recommend guidelines for student readiness, including habits of mind and academic experiences (i.e., with reading, writing, and critical analysis);
  3. Provide direction on assessment, including placement of students, assessment of instructors, assessment of students, and programmatic assessment.

Read the full statement.