The early college program was presented as a vital educational opportunity for Marlborough High School students. Veronica Guay, the executive director of high school dual enrollment programs at QCC, emphasized the collaboration’s significance, describing it as a central component of QCC’s strategic plan. The program’s structure allows students to take college-level courses during high school hours, taught by certified high school teachers in concert with QCC faculty. This approach ensures high academic standards and helps students accumulate college credits efficiently.

Guay highlighted the program’s inclusivity, noting that 53% of participants are gateway students, 46% speak a first language other than English, and 5% are on Individualized Education Programs (IEPs). The program encourages students to take multiple courses in sequence, fostering a robust accumulation of college credits. An organized campus visit to QCC further supports students’ dual identity as both high school and college students.

An exciting development discussed was QCC’s pursuit of accreditation from the National Alliance of Concurrent Enrollment Partnerships. This accreditation would enhance the transferability of earned credits, validating the program’s quality. Guay remarked on the rigorous accreditation process, noting that QCC aims to become only the second college in New England to achieve this status.

The program’s positive impact was underscored by a testimonial from Jo Ramos, a student who credited the early college experience with easing his transition to college at Worcester State University. Ramos noted that he was able to skip many prerequisite courses, saving nearly a full year of college tuition and making higher education more affordable for his family.

The committee expressed enthusiasm for the program’s impact and discussed the importance of conveying these opportunities to families. They emphasized the need for broader course offerings, including career-focused courses, to align with community college missions and cater to diverse student interests. The aspiration to expand student participation from 20,000 to 100,000 across Massachusetts framed ongoing discussions about future directions for the program.

The meeting also celebrated the achievements of two Marlborough High School students, Shayla Raone and Atul Mador, who received the Massachusetts Association of School Superintendent Excellence in Scholarship awards. Both students demonstrated exceptional academic performance and leadership within their school and community. Shayla, ranked second in her class, plans to major in economics, while Atul, ranked first, aspires to pursue applied mathematics and computer science. Their accomplishments, including Atul’s perfect score on the mathematics PSAT section and the robotics team’s qualification for the world championship, were commended.

In addition to the academic discussions, Lynn Medallu, the English Learner (EL) director, presented a tiered focus monitoring review of the district’s EL program. The review, guided by state criteria, highlighted the need for integrating English language learning throughout the school day and identified areas for improvement, such as the monitoring of former EL students and the training of interpreters. Medallu emphasized the importance of aligning reclassification practices with revised state guidelines and enhancing support for teachers through co-teaching models and professional development.

The meeting concluded with discussions on student monitoring, emphasizing the ACCESS test’s role in assessing English language proficiency. Concerns about lower speaking scores at the secondary level were addressed, with initiatives like speaking prompts being introduced to improve student comfort. The committee also acknowledged the importance of a common language among staff for effective EL instruction.