The Freshmen were surveyed regarding their interest in taking concurrent enrollment courses in their Junior and Senior years. 292 students participated in the survey. 202 students indicated an intent to attend community college or a university post graduation. Additionally, other students indicated an interest in the military (28) and vocational/trade school (12).

200 students indicated that they intend to take concurrent enrollment during their Junior and Senior years; 92 indicated they had no interest in concurrent enrollment at this time. Of the 200 students that indicated interest, 134 indicated a willingness and ability to pay for the course(s).

The students also indicated in which course they would be interested in co-enrolling.

1^st Choices 2^nd Choices

English-67 English-71

History-56 History-56

Pol. Science-61 Pol. Science-57

Spanish-34 Spanish-37

The time demands of concurrent enrollment courses are very high; thus, we surveyed the students to determine the number of students that worked outside of school. 65 students indicated that they were employed and worked during the regular school week.

The Sophomores were surveyed regarding their interest in taking concurrent enrollment courses in the Junior and Senior years. 239 students participated in the survey. 178 students indicated an intent to attend community college or a university post graduation. Additionally, other students indicated an interest in the military (19) and vocational/trade school (9).

163 students indicated that they intended to take concurrent enrollment course during their Junior and Senior years; 76 students indicated that they had no interest in concurrent enrollment at this time. Of the 163 students that indicated interest, 124 indicated a willingness and ability to pay for the course(s).

The students also indicated in which course they would be interested in co-enrolling.

1^st Choice 2^nd Choice

English-71 English-58

History-65 History-54

Pol. Science-39 Pol. Science-57

Spanish-17 Spanish-30

The time demands of concurrent enrollment courses are very high; thus, we surveyed the students to determine the number of students that worked outside of school. 59 students indicated that they were employed and worked during the regular school week.

The Juniors were surveyed regarding their interest in taking concurrent enrollment courses in their Senior year. 212 students participated in the survey. 168 students indicated an intent to attend community college or a university post graduation. Additionally, other students indicated an interest in the military (18) and vocational/trade school (15).

164 students indicated that they intend to take concurrent enrollment during their Senior years; 50 indicated they had no interest in concurrent enrollment at this time. Of the 164 students that indicated interest, 141 indicated a willingness and ability to pay for the course(s).

The students also indicated in which course they would be interested in co-enrolling.

1^st Choices 2^nd Choices

English-86 English-48

History-38 History-68

Pol. Science-44 Pol. Science-45

Spanish-6 Spanish-11

The time demands of concurrent enrollment courses are very high; thus, we surveyed the students to determine the number of students that worked outside of school. 65 students indicated that they were employed and worked during the regular school week.

The overall results of the survey indicated a great interest in English. 224 students selected it as their first choice. History (159) and Political Science (144) were the next most popular courses being considered for concurrent enrollment. Overall, the students were least interested in Spanish (57) as a concurrent enrollment option at this time.

The representative from Angelina Community College was enthusiastic about the opportunity to offer concurrent enrollment courses during the day at Livingston. She expressed a willingness to help in any way; however, she has granted LHS the autonomy to interview potential instructors and to devise a schedule appropriate for the college course curriculum. The chief advice she offered was to ensure that the concurrent enrollment courses are not offered everyday. Mrs. Wright, the representative, explained the rigors of a concurrent enrollment course mandated the students have at least one day in between class meetings to complete assignments.

Based on the data obtained from the concurrent enrollment survey and from meetings with the Angelina Community College representative, we have devised two implementation options for Livingston High School. Both options can be fully implemented for the 1999-2000 school year.

Option 1: English Only

Livingston High School could offer Senior English credit for a concurrent enrollment course offered 1^st period on Mondays, Wednesdays, and Friday. The course would meet from 7:28-8:18, consistent with all other 1^st period courses at Livingston High School.

Livingston High School personnel, administration and faculty, would have a large voice in selecting the instructor. Angelina has expressed a willingness to accept our recommendation if at all possible.

The person selected for the position would cooperate with Livingston High School administration and faculty to ensure all TEKS are covered and with Angelina to ensure all requirements for the 6 hours of English credit are covered.

The students would attend the class at the high school on Mondays, Wednesdays, and Fridays. Tuesdays and Thursdays they would not report until 2^nd period.

Option II: English and Political Science

English credit would still be offered in the format outlined in Option I; additionally, we would offer 6 hours of Political Science credit. The Political Science course would satisfy the requirements for Government, but not Economics.

The Political Science course would be offered on Tuesdays and Thursdays from 7:00-8:18. Livingston High School personnel, administration and faculty, would have a large voice in selecting the instructor. Angelina has expressed a willingness to accept our recommendation if at all possible.

The person selected for the position would cooperate with Livingston High School administration and faculty to ensure all TEKS are covered and with Angelina to ensure all requirements for the 6 hours of Political Science credit are covered.

The students would attend the class at the high school on Tuesdays and Thursdays. On Mondays, Wednesdays, and Fridays they would not report until 2^nd

period. Some students may elect to take both English and Political Science through concurrent enrollment. In such instances, the student would report to 1^st period everyday, but would report earlier (7:00) on Tuesdays and Thursdays.

Although there will definitely be many challenges in implementing concurrent enrollment courses, the potential benefits to Livingston ISD students and the community are immeasurable.

Both of the implementation plans are starting points. It is our hope that LHS will increase the availability of concurrent enrollment courses and that the LHS concurrent enrollment program will continue to grow and prosper. In time, Livingston High School could increase the availability of concurrent enrollment courses. Moreover, Livingston High School can offer vocational concurrent enrollment courses in areas such as welding, plumbing, and other trade/vocational areas. The ultimate goal of Livingston High School is to utilize concurrent enrollment as a tool to better serve the needs of our diverse and growing student body.