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Salisbury senior says Intro to Statistics lost dual-enrollment status, leaving students without expected college credit
Summary
A Salisbury High School senior told the board that 46 students enrolled in Intro to Statistics were not informed before fall that the course lost its dual-enrollment approval, and she urged the district to find a remedy for current students while improving future communication and scheduling.
Madeline Dillard, a senior at Salisbury High School, told the board on Oct. 15 that the Intro to Statistics course this year is no longer a dual‑enrollment offering with Moravian University after a mid‑August staffing change, and that students enrolled for the class expected college credit they will not receive.
"This year's statistics course is no longer a dual enrollment option as the current teacher is not approved and does not have the credentials," Dillard said, adding that the information was not shared with the 46 students taking the class prior to the beginning of the school year.
Dillard said she spoke with the principal and the superintendent, and was told the district "will be reviewing their scheduling and communication processes to ensure that course designations such as dual enrollment, advanced placement, and honors are clearly confirmed and shared with the students earlier in the semester in the future." She said those steps address future cohorts but do not resolve the current inequity for students who expected college credit.
She told the board that, from a sample of 17 classmates, 11 said they would have taken the course specifically for dual‑enrollment credit and five were interested in learning more about the option. The principal offered several remedies to affected students: drop to study hall (unusual this late in the semester), take a dual‑enrollment statistics course through LCCC, or take a different dual‑enrollment option through Cedar Crest College in the spring; Dillard noted Cedar Crest does not offer a statistics course and said these options do not fully address the immediate loss of the college-credit opportunity.
The board did not take immediate formal action on the complaint during the meeting; district administration said it would review scheduling and communication processes and follow up with potential solutions for impacted students before the spring semester.
The board encouraged students and families with concerns to continue to communicate with school counselors and administration so the district can evaluate credit options and scheduling remedies.
