Evidence that the distinction between high schools and colleges is becoming blurry can be seen in the rise of programs that allow students to earn college credits while still in high school. Over 250 educators and policymakers representing both K-12 schools and higher education institutions gathered to discuss these "accelerated-learning options", including Advanced Placement programs and early-college high schools. This topic is of great interest and potential, as stated by David A. Longanecker, the executive director of the Western Interstate Commission for Higher Education.
According to a forthcoming report from the commission, 32 states now have policies in place that permit students to earn college credits while in high school.
In Texas, House Bill 1, which was passed this year, requires that all districts enable students to earn 12 hours of college credit by fall 2008. Similarly, in Arkansas, high school students must be given the opportunity to enroll in at least one Advanced Placement course in English, math, science, and social studies by fall 2009. However, questions still remain regarding the financing, quality, realistic outcomes, and target audience of these programs.
A debate arose over the term "accelerated learning", with some questioning if the goal should be to shorten the time it takes to earn a college degree or rather, to provide enrichment that better prepares students for college. The aim should be to strengthen education for all children, as stated by Freeman A. Hrabowski III, the president of the University of Maryland Baltimore County.
During the conference, options such as Advanced Placement, International Baccalaureate diploma programs, tech-prep programs, early-college high schools, and dual-enrollment or concurrent-enrollment courses were discussed. Early-college high schools, in particular, allow students to graduate with both a high school diploma and an associate’s degree or up to two years of college credit. These programs hold promise for increasing the participation and success rates of low-income and minority students.
Unfortunately, there is a lack of good data on the outcomes of accelerated-learning programs. Betsy Brand, the director of the American Youth Policy Forum, stated that her assessment of 22 programs showed that few had collected sufficient data on student performance, especially in tracking their success into college. Additionally, most programs focused on college-prep students rather than those from disadvantaged groups.
A major concern discussed at the meeting was how to ensure that the college learning opportunities offered to high school students meet college-level rigor. Ms. Brand cautioned that there is a difference between a class at a college-level and a class that is merely college-like.
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