FOR IMMEDIATE RELEASE: May 16, 2016

For More Information:
Glenville State College
Public Relations Department
(304) 462-4115

GLENVILLE, WV - Today, the U.S. Department of Education is inviting Glenville State College and 43 other postsecondary institutions across the nation to participate in an experiment that, for the first time, allows students taking college-credit courses to access Federal Pell Grants as early as high school. As part of this experiment, an estimated 10,000 high school students will have the opportunity to access approximately $20 million in Federal Pell Grants to take dual enrollment courses provided by colleges and high schools throughout the nation. GSC is the only higher education institution in West Virginia invited to participate.

Dual enrollment, in which students enroll in postsecondary coursework while also enrolled in high school, is a promising approach to improve academic outcomes for students, particularly those from low-income backgrounds. Selected experimental sites are required to ensure Pell-eligible students are not responsible for any charges for postsecondary coursework after applying Pell Grants, public and institutional aid, and other sources of funding.

“Glenville State College is thrilled to be a part of this program which builds on efforts to make college-going more affordable for students and their families. Our Off-Campus Programming Office already has a network of area high schools where students can participate in dual enrollment courses and this will only expand our efforts. Glenville State’s participation in this program was a natural fit because much of what the Department of Education is now focusing on involves stronger partnerships between higher education and K-12 – something that we’ve already been working to do on this campus for the past several years,” said Glenville State College President Dr. Peter Barr.

According to information from the U.S. Department of Education, during the 2010-2011 school year, more than 1.4 million high school students took courses offered by a college or university for credit through dual enrollment. A growing body of research suggests that participation in dual enrollment can lead to improved academic outcomes, especially for students from low-income backgrounds and first-generation college students. Research suggests participation in dual enrollment can lead to better grades in high school, increased enrollment in college following high school, higher rates of persistence in college, greater credit accumulation, and increased rates of credential attainment.

“Dual enrollment programs are powerful ways to introduce rigorous coursework to students and show these students that they are smart enough, talented enough, and prepared enough to tackle higher education. Dual enrollment programs are game changers for all students – especially those who are first-generation or from low-income families,” said U.S. Department of Education Under Secretary Ted Mitchell. “Through this experiment, we hope to learn how the availability of Pell Grants affects student participation and success in dual enrollment programs.”

While dual enrollment models have shown promising academic outcomes for students, cost can be a barrier; at nearly half of institutions with dual enrollment programs, most students pay out of pocket to attend. Through this experiment, the Department of Education hopes to learn about the impact of providing earlier access to financial aid on low-income students’ college access, participation, and success. The effectiveness of statutory and regulatory flexibility for postsecondary institutions that participate in the Federal student aid programs will be tested and, as such, existing financial aid rules that prohibit high school students from accessing Federal Pell Grants will be waived.

Many of the institutions invited to participate in this experiment proposed dual enrollment arrangements that share some key features designed to make students successful in college and career including academic preparation and credit accumulation, advising and other support services, pathways to further their studies, and providing a teaching foundation for STEM and alignment with workforce needs.