Everything about graduation for the Class of 2020 was unusual. But for a group of 33 seniors in Santa Teresa High School, it signaled the successful completion of New Mexico’s first “Blended Senior Year” cohort.
The “blended” model turns the senior year of high school into the freshman year of college. Maximizing the alignment of dual-credit courses within Career and Technical Education pathways, students can simultaneously complete their high school graduation requirements and earn college credits toward high-value college career certifications or degrees.
The Blended Senior Year pilot was a project of The Bridge of Southern New Mexico, the collaborative of Doña Ana County leaders in business, education, economic development and government, working together to support increased high school and college completion rates and build a skilled and ready workforce.
Knowing that college completion is essential for employment and economic opportunity, the organization is focused on laying the foundation for the transition to a PreK-14/16 education pipeline for students. It was the catalyst behind the Early College High School movement in New Mexico and seeks to help even more students through this new “bridge” between high school and college.
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Dr. Michael Morehead, board chair of The Bridge and former Dean of the New Mexico State University College of Education, conceptualized the model and worked with fellow board members Travis Dempsey, superintendent of the Gadsden Independent School District, and Dr. Renay Scott, then-president of Doña Ana Community College, to agree to run the pilot.
“The Blended Senior Year model is a positive first step to create a seamless K-16 model,” Morehead said. “This program, as it matures, will demonstrate how our public schools and higher education systems can work together and create a more effective and efficient transition to college.”
The pilot actually began last summer, while the district was struggling to recover from a ransomware attack, and ended in May during the COVID-19 pandemic — which demonstrates the strength and resiliency of students, educators and the model itself.
Twenty-seven of the students enrolled in DACC and earned between 15-30 credit hours, finishing with a collective college GPA of 3.49 in the fall semester and 3.27 in the spring. Six completed their certificates in Business Fundamentals, Computer Technology or Creative Media, while others advanced toward earning certificates and degrees in Water Technology, Auto Technology, Welding Technology, Health Information Technology and Criminal Justice.
Six other students chose to take their classes at NMSU to progress toward four-year degrees.
“It was 100% worth it,” said Efren Melendez, a graduate of the pilot who is pursuing a certificate in welding. “It was a great way to get your gears rolling and getting a view of college while in high school. It felt like I was doing something towards a job… like you’re doing something for yourself.”
Melendez completed 21 hours toward his welding certificate and plans to finish this fall. His father is a welder and heavy equipment operator, and it’s something that he wanted to pursue himself. He intends to work in the field for a time, and then go back and earn his associate degree in welding to take on higher responsibility and earn higher wages.
Much of the high school coursework was online, and Melendez said he enjoyed the self-paced option to get his high school work done faster.
“This pilot was important to see if we could be more effective in Dual Credit and CTE pathways," said Nick Wohlgemuth, principal of STHS. "We spent students’ junior year developing their independence, helping them communicate with advisors and making sure they understood procedures. There were successes and challenges, but those who faced challenges are better equipped next year to navigate the (college) system themselves. Some may not have even considered college otherwise. It gave them a set of skills we just can’t teach in high school.”
Dr. Monica Torres, now president of DACC, said the pilot created a clearer path from high school to college.
“This was designed to support that ‘middle’ group of students who may not have been sure what they wanted to do after high school," Torres said. "This framed it as a path, much like an Early College High School, but allows them to make a decision later in their high school careers.”
Wohlgemuth gave high praise to Gema Suggs, assistant principal of STHS, who coordinated the pilot across institutions and worked directly with the students.
“She had already built strong relationships with students, including through an online platform, before the pandemic," he said. "So, when we had to make the transition to remote learning, they were already communicating that way.”
“When students have the space to find their niche, they will blossom,” Suggs said. “If they don’t find it, or don’t have someone to help them, they may give up or settle for something less than they are capable of.”
The effectiveness of all aspects of this model is being evaluated by the NMSU STEM Outreach Alliance Research Lab. US Bank provided a grant to The Bridge in 2019 to fund a two-year evaluation of systems and costs of the pilot.
“Students win when there’s a partnership,” said Amanda Vescovo, associate director of academic advising for DACC. “It’s good to have the high school advisors talking about careers and programs students may want to pursue, and our advisors talking about what might be the best fit, kinds of classes, certificates and degrees. It helps break down the mystery of college.”
Tracey Bryan is president/CEO of the Bridge of Southern New Mexico.
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