Early College Start – Dual Credit
– Eligible high school students may be allowed to take a college credit course, which will earn college credit and also satisfy the high school graduation plan’s required course.
Trying to find the way through the many alternatives of early higher education can almost cause migraines. Honors class grades and CLEP, SAT II, and AP test results are all viable means of persuading an admissions counselor that a child belongs in the higher-level classes once they reach college. These usually work, but some colleges will not accept certain CLEP test results, or they are skeptical that a mother’s version of an honors class (and maybe even a public high school’s) is not “good enough,” so what can she do? How can a parent make the best choice for her child? Which option yields the best dividends?
My daughter is now an eleventh grader, but she is also in her second semester of taking dual credit—or as called by some, Early College Start – Dual Credit (ECS)—classes and is doing wonderfully. Why are dual credit classes such a good option?
Early College Start – Dual Credit PROS
Credit for each course can be earned at the high school and college level simultaneously.
The early college classes are just that—college classes. Once a student takes classes and passes them, those grades become a part of the credits necessary toward earning a college degree, but they can also be added to a high school transcript as credits.
Whereas some colleges will not accept various CLEP test results as acceptable credits, they will usually accept fundamental community college credits as classes taken. Examples of basic classes would be English Composition I and II, U.S. History I and II, and U.S. government. Students can also take elective classes or classes toward a specific degree. For example, a student working toward a computer science degree could take Calculus I and II, introduction to philosophy, fundamentals of programming, C++ programming, and speech.
The quality of education is relatively good.
Having heard many horror stories of liberal professors spewing their jargon and cramming atheism down students’ throats, I was understandably nervous about exposing my little darling to such prejudiced slants on the truth. I was pleasantly surprised to find that textbooks, in our experience, mostly seem to shy away from opinions and exaggerations and instead try to present things in a factual manner. They cover the necessary points and leave the student with a better knowledge of the subject matter. We did have to talk about one short story in the English composition class