Nautigal, I have no info or idea what's up where you're at (which I'm guessing is Colorado?)... but fwiw, my suggestion would be to go into the meeting with as much data as possible about the following:
What college classes are offered to hs kids now, how many students are enrolled, etc, and where are they taught (do the students take them on the college campus or are they taught online or at the hs?)
What subjects are college classes offered in? (I'm thinking all of us here are thinking about higher level math/science/etc when we think of our hs students taking college classes... but I'm wondering if there are also other programs - for instance, I think students at our vocational-prep school here take college classes through a culinary program... so just an example... there may be more than one program impacted, which otoh might mean that the program you're concerned about isn't even on the chopping block, kwim?)
What is the expense of these classes - is each hs student paying full college tuition (wherever the $ are coming from)?
and... along with data... look for any "win-win" type data:
Are the college classes that hs students are attending classes that aren't typically fully-enrolled?
Does offering the hs students a chance to attend the college bring any kind of prestige or advertising impact or potential to spread the word about the college to parents/families who might otherwise overlook that college when considering higher ed (either full-time college or adult education that parents take part in etc)?
and lastly...
It never hurts to round up students who've had positive benefits and are enthusiastic about the program and have them attend and testify.
So those are just a few random thoughts!
polarbear
ps - I am also not sure the argument you've suggested for the principal will work well - may be different where you are at, but in our district, my gut feeling is principals are most under-the-gun *and* most highly rewarded for increasing the *lower* end of NCLB test scores.
