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PBA Home > Institutional Research & Analysis > Performance Measures > QIS > 1998 > #9a

CCHE Quality Indicator System (QIS)
CU-Boulder Fall 1998 Submission

State indicator 9a: K-12 Linkages: Appropriate linkages between elementary and secondary education and higher education

Evaluation: CU-Boulder is proud of the many ways in which we contribute to the education of Colorado's children. We link K-12 to higher education through programs to encourage college preparation commensurate with our expectations, innovative programs in all schools and colleges for continuing and teacher education, accommodation of changes in K-12 practices, and a myriad of outreach programs to enrich K-12 education.
St 9A1 Articulates and communicates the skills and abilities that a freshman student must have to be successful at the institution
  • CU-Boulder's Minimum Academic Preparation Standards (MAPS) and other admissions publications clearly communicate to precollegiate students the high school coursework, skills, and abilities needed for success at CU-Boulder
  • Academic flyers for each major, often sent to applicants for admission, do the same for individual majors
St 9A2

Participates in outreach experiences and programs cooperatively designed by elementary, secondary, and higher education

These are activities directly affecting students

  • CU-Boulder faculty from across campus speak at schools, judge competitions (e.g., history day, science fair, others), and serve on district advisory board
  • Other illustrative programs for students include summer institutes and winter programs in fields from philosophy to music to science and engineering, the Boulder science discovery program, careers in science (part of the Hughes Initiative), an annual Children's Water Day for 1,000 fifth graders, summer employment for I Have a Dream interns, an annual leadership institute, and a business leadership institute for minority students.
  • a GED program (part of the BUENO Center) serves 500 students with migrant backgrounds each year. It is housed in Fort Lupton, Brighton, Alamosa, and La Junta
St 9A3 Monitors outreach experiences' and programs' success in enrolling, retaining, and graduating students from economically disadvantaged and traditionally underrepresented groups CU-Boulder programs for disadvantaged and underrepresented students are sponsored by the Minority Arts and Sciences Program (MASP), the Minority Engineering Program (MEP), the Academic Access Institute (AAI), and the CU-system precollegiate office. They carefully monitor student success both during special precollegiate programs and after entry to CU-Boulder. For example
  • 75% of MEP freshmen return to CU-Boulder in engineering as sophomores, a rate double the national average for underrepresented students
  • 30-40% of AAI students graduate within 7 years of entry despite predicted CU success rates at only the fifth percentile
St 9A4 Encourages and allows secondary students to take postsecondary courses CU-Boulder participates fully in post-secondary enrollment options act provisions. Over 120 high school students take about 200 CU-Boulder courses each fall and spring semester, earning a B grade average. Continuing education personnel advise students and present well-publicized programs for students and parents.
St 9A5 Integrates experiential learning into the curriculum CU-Boulder undergraduates have many opportunities for experiential learning. However, we do not understand the meaning of this practice in the context of K-12 linkages.
St 9A6 Implements admissions standards and practices based on standards developed elementary and secondary education
  • CU-Boulder has well-established procedures for evaluating and admitting applicants from high schools offering standards-based education, portfolios, and other non-traditional means of evaluating students.
  • CU-Boulder also accepts credit for qualifying Advanced Placement and International Baccalaureate exams. Each year 1,100 students enter with an average of 9 hours of credit through AP and IB.
St 9A7

Conducts or participates in K12/postsecondary faculty-to-faculty exchanges and conferences

These are activities directly affecting K-12 teachers and schools

  • The School of Education's School-University Partnerships includes a first-year teacher induction program, growth opportunities for experienced teachers, consultation to districts, opportunities for master's degrees, and collaboration with four "partner schools" on restructuring, reform, and the improvement of teaching.
  • The School of Education also teaches about 20 credit courses per year sponsored by school districts for their own personnel.
  • The BUENO Center, a nationally recognized center with 21 years experience, assists schools with bilingual education, English as a second language, and multicultural education
  • Many departments on campus sponsor summer institutes for high school teachers in disciplines such as writing, music, French, and biology (part of the Hughes Initiative)
  • CU-Boulder's Information Technology Service assists Boulder Valley and other school districts with Internet and other technologies

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Last revision 07/12/02


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