Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Study: Stipends, not just standards, influence whether high-school teachers meet HLC dual-enrollment requirements
Summary
On a Midwestern Higher Education Compact webinar, Ivy Tech researcher Mark Schneider said his dissertation interviews found instructors who received or expected stipends were far more likely to complete the graduate coursework required by HLC credentialing standards; he recommended district-level incentives and state funding to expand the instructor pool.
Mark Schneider, assistant vice president for K'14 academic initiatives at Ivy Tech Community College, presented research showing that financial incentives strongly affect whether high-school teachers complete graduate coursework required by Higher Learning Commission (HLC) credentialing clarifications for concurrent (dual) enrollment instructors.
In a Midwestern Higher Education Compact webinar, Schneider summarized interviews with nine instructors and 16 high-school administrators in Indiana. "So stipends make a difference," Schneider said, describing a pattern in which instructors who received or expected stipends were far more likely to finish the additional courses the HLC standard required. Schneider told participants that of the potential pool tied to his institution, 130 were eligible but only nine agreed to be interviewed for the qualitative study.
The research traced the HLC's 2015 clarification of credentialing standards, the…
Already have an account? Log in
Subscribe to keep reading
Unlock the rest of this article — and every article on Citizen Portal.
- Unlimited articles
- AI-powered breakdowns of topics, speakers, decisions, and budgets
- Instant alerts when your location has a new meeting
- Follow topics and more locations
- 1,000 AI Insights / month, plus AI Chat
