Program reporting requirement

Dual / Concurrent Enrollment:

Program reporting requirement


This database indicates whether a state has a common statewide dual enrollment policy (or state policies governing more than one type of dual enrollment program), or if dual enrollment policies are left to the discretion of local districts and postsecondary institutions/systems.

Why does it matter?
  • Policy helps institutionalize practice.
  • Differing dual enrollment programs may lead to confusion at the local level as to student eligibility requirements, funding mechanisms, and other components that may ultimately discourage student or school participation.
Methodology: This information was collected from statutes, regulations and other state policy documents and guidelines as of April 2019. A profile was sent to each state for review and modification, as needed.

Last updated: April 2019
 

Program reporting requirement Citations
Alabama

Not set in state policy

Alaska Not set in state policy
Arizona Yes. The board of regents must annually submit a report to legislative leaders and the state board of education on students who have not earned a high school diploma enrolled in a university course for university credit. The report must include
  • The number of students enrolled
  • A general narrative on the types of courses or programs in which students were enrolled
  • Rules on the admission of students who do not have a high school diploma.
Each community college district must report in each odd-numbered year to the governor, legislative leadership, and the joint legislative budget committee, for courses offered at high schools:
  • Documentation of compliance with 15-1821.01 (3), (4), (5), including a list of faculty advisory committee members at each community college
  • Total enrollments by location, high school grade level, and course
  • A copy of each addendum to intergovernmental agreements or contracts executed pursuant to statute
  • Summary data by community college district and by college on the number of scholarships or grants awarded to students
  • Such other information as the governor and joint legislative budget committee deem proper.
para 1: A.R.S. § 15-1821(D), (E) para 2: A.R.S. § 15-1427(C)
Arkansas Yes. To participate in the Concurrent Enrollment Program (CEP), a college/university must be accredited by the National Alliance of Concurrent Enrollment Partnerships (NACEP) or be authorized by the Arkansas Higher Education Coordinating Board (ACEHB).

The request for AHECB CEP reauthorization must include documentation of the following:

1. A current Memorandum of Understanding with each high school with whom the college/university desires to offer concurrent enrollment.
2. A current list of concurrent courses offered by course name, number (i.e. ENGL 1013), the ACTS course number, and any pre-requisites courses.
3. By academic discipline, a description of the process for assuring that concurrent course content satisfies the requirements of thecollege/university academic unit.
4. A current list of concurrent instructors offering courses for concurrent credit including a statement that each instructor meets the minimum requirements for instruction as required by AHECB and the academic department offering the concurrent credit.
5. An explanation of how grades are awarded and recorded with the college/university Registrar.
6. An analysis of student success, persistence, and retention data to determine to what extent concurrent credit courses are leading to student success for the three years prior to the reauthorization request year. 

Colleges/universities must report concurrent enrollments through the Arkansas Student Information System. In addition, department of higher education staff must submit an annual report on concurrent course enrollment to the coordinating board, to include institutional data on concurrent course offerings and locations.

At the high school level: The Department created a student-focused aggregation of indicators for school performance reports. The measures for this indicator focus on each student meeting important educational milestones (such as reading proficiently), important readiness criteria (minimum ACT score of 19 for Arkansas Academic Challenge Scholarship), and important postsecondary success indicators (attainment of AP, IB, concurrent credits). In essence, the School Quality and Student Success indicator combines measures of engagement, access, readiness, completion, and success criteria.
 
AHECB Policy 3.15.12 Code Ark. R. 005.19.15 Appendix A
California Original program: Yes. The Chancellor of the California Community Colleges must annually submit to the department of finance and the legislature a report on the amount of FTEs claimed by each community college district for special part- time and special full-time students for the preceding academic year in the following class categories:
  • Noncredit
  • Nondegree-applicable
  • Degree-applicable, excluding physical education
  • Degree-applicable physical education.
The report must also indicate the number of high school students who enroll in community college summer courses and receive a passing grade.

College and Career Access Pathways partnerships: Yes. For each CCAP partnership agreement, the community college district and school district must annually report to the Chancellor of the California Community Colleges: 
  • The total number of high school students by school enrolled in each CCAP partnership, aggregated by gender and ethnicity, and reported in compliance with all applicable state and federal privacy laws
  • The total number of community college courses enrolled in by participants, by course category and type, and by school
  • The total number and percentage of successful CCAP course completions, by course category and type, and by school
  • The total number of full-time equivalent students generated by CCAP partnership community college district participants
In addition, the CCAP partnership agreement must specify which participating district will (1) be the employer of record for purposes of assignment monitoring and reporting to the county office of education, and (2) assume reporting responsibilities pursuant to applicable federal teacher quality mandates.
West's Ann. Cal. Educ. Code § 76002(c) and 48800(d)(4) Ed Code 76004(t), (m)
Colorado Yes. The department of education and department of higher education must annually report to the education committees of the senate and house of representatives on concurrent enrollment students. The report must include (for the previous school year):
  • The number and names of local education providers and institutions of higher education that have entered into cooperative agreements, including cooperative agreements concerning course work related to apprenticeship programs and internship programs
  • The number of students who participated in a concurrent enrollment program, including subtotals for each local education provider and each institution of higher education
  • Demographic information about students who participated in a concurrent enrollment program
  • The total number of credit hours completed at each institution of higher education by concurrent enrollment program students
  • The total number of basic skills courses completed at each institution of higher education in by concurrent enrollment students
  • The total tuition costs paid by local education providers to institutions of higher education in on behalf of concurrent enrollment program students, including subtotals for each local education provider and each institution of higher education
  • The total number of students designated by the department as ASCENT program participants
  • The postsecondary degree and certificate programs in which ASCENT program participants were concurrently enrolled, including subtotals indicating how many ASCENT program participants concurrently enrolled in each postsecondary degree and certificate program
  • Data indicating the total number and percentages of qualified students who failed to complete at least one course in which they concurrently enrolled
  • To the extent possible, data indicating the total number and percentage of students who concurrently enrolled in college courses who have completed a postsecondary degree.
These reports may include quantitative and qualitative analyses concerning student and administrator attitudes and behaviors, program costs and productivity, academic and administrative policies, program availability and variety, or any objectives of the ASCENT program, which studies may be prepared by a party other than the department or the department of higher education.

The institution of higher education must use the student’s unique student identifier.

In addition, school performance reports (public school accountability reports) must indicate concurrent enrollment courses made available by the school online or on the school campus.
Para 1: Colo. Rev. Stat. Ann. § 22-35-112(2)
Para 2: Colo. Rev. Stat. Ann. § 22-35-112(3)
Para 3: 1 Colo. Code Regs. 301-1:2202-R-11.05(F)(13))
Connecticut Not set in state policy
Delaware Not set in state policy
District of Columbia Yes. An LEA must annually submit to the Office of the State Superintendent of Education (OSSE) a copy of each Dual Enrollment Partnership Agreement. An LEA operating a dual enrollment program must report data to OSSE on student participation, course enrollment, and credits earned in the dual enrollment program for use in the longitudinal educational data warehouse.

*However, current practice does not reflect regulatory provisions*
D.C. Mun. Regs. Subt. 5-A, § 2404.2
Florida Yes. Data used in determining a high school’s school grade for public accountability purposes must include the percentage of students who were eligible to earn college credit through various acceleration options, including dual enrollment.

In addition, legislation that created the “Florida Partnership for Minority and Underrepresented Student Achievement Act” -- asserted the importance of not only access to college but also success in college for all students and describes the intent of the Legislature: that every student enrolled in a public secondary school has access to high-quality, rigorous academics, with a particular focus on access to advanced courses.

By May 31 of each year, the Department of Education is required to approve a plan of delivery of services for the subsequent academic year and by September 30 of each year, the partnership is required to submit to the department a report that contains an evaluation of the effectiveness of the delivered services and activities. Activities and services must be evaluated on their effectiveness at raising student achievement and increasing the number of AP or other advanced course examinations in low-performing middle and high schools. Other indicators that must be addressed in the evaluation report include the number of middle and high school teachers trained; the effectiveness of the training; measures of postsecondary readiness of the students affected by the program; levels of participation in 10th grade PSAT/NMSQT or the PreACT testing; and measures of student, parent, and teacher awareness of and satisfaction with the services of the partnership.
(b)?The department is required to contribute to the evaluation process by providing access, consistent with s. 119.071(5)(a), to student and teacher information necessary to match against databases containing teacher professional development data and databases containing assessment data for the PSAT/NMSQT, SAT, ACT, PreACT, AP, and other appropriate measures. The department is also required to provide student-level data on student progress from middle school through high school and into college and the workforce, if available, in order to support longitudinal studies. 
F.S.A. § 1008.34(3)(b)(2)(b) F.S.A. § 1007.35
Georgia Yes. Statute establishes legislative intent to collect and analyze data to evaluate the effectiveness of dual credit and dual enrollment programs.  Ga. Code Ann., § 20-4-37(a)(1)(F)
Hawaii Not set in state policy
Idaho Yes. The state board is required to report to the Joint Finance-Appropriations Committee and the Senate and House committees, the history of enrollment data on short term achievement and costs incurred by postsecondary institutions. 2018 HB 672 (Section 5)
Illinois Yes. The state board  must annually assemble all data reported by district superintendents on the number of students enrolled in community college courses, the name and number of the course(s) each such student is taking.

The Illinois Community College Board and the Illinois Board of Higher Education are responsible for oversight and review of dual credit programs offered by public community colleges and institutions, respectively. Each institution must annually report to the appropriate agency on the following data, at a minimum: 
  • Number and description of dual credit courses
  • Faculty teaching dual credit courses and their academic credentials
  • Enrollments in dual credit courses
  • Sites of dual credit offerings.
The state board must establish a data warehouse, developed in cooperation with the community college board and the board of higher education, that integrates data from multiple student unit record systems and supports all of the uses and functions of the longitudinal data system set forth in statute. The data warehouse must include student-level enrollment, demographic, and program participation information, including information on participation in dual credit programs.

In addition, school report cards for public reporting purposes must include curriculum information, including dual enrollment courses. 
para 1: 105 ILCS 5/2-3.144, 105 ILCS 5/10-21.4, 105 ILCS 5/34-8 para 2: 110 ILCS 27/25 para 3: 110 ILCS 27/30; 23 Ill. Admin. Code 1009.50 para 4: 105 ILCS 5/10-17a(2)(B)
Indiana Each postsecondary institution must maintain the same information for each participating student (recording postsecondary credit granted instead of secondary credit granted). The commission for higher education is entitled to access these records. IC 21-43-4-18
Iowa All Senior Year Plus programs: Yes. Postsecondary institutions must use the student’s K-12 unique student identifier as part of the institution's student data management system. Institutions must collect data and report to the department on the proportion of females and minorities enrolled in science, technology, engineering, and mathematics-oriented educational opportunities provided through Senior Year Plus programs. The department must submit the programming data and the department's findings and recommendations in a report to the general assembly annually by January 15.

Legislation provides funds (when appropriated by the general assembly) for the development of a data management system, including a transcript repository, for Senior Year Plus programming. The data management system must include information generated by grade 8-12 core curriculum plan provisions, data on courses taken by Iowa students, and the transferability of course credit.

Postsecondary Enrollment Options, District-to-Community College Sharing and Concurrent Enrollment: Community colleges must annually report to the department of education for the previous fiscal year:
  • Total revenue received from each local school district as a result of high school students enrolled in community college courses under the postsecondary enrollment options program
  • Total revenue received from each local school district as a result of high school students enrolled in community college courses through shared supplementary weighting plans
  • Unduplicated headcount of high school students enrolled in community college courses under the postsecondary enrollment options program
  • Unduplicated headcount of high school students enrolled in community college courses through shared supplementary weighting plans.
  • Total credits earned by high school students enrolled in community college courses under the postsecondary enrollment options program, broken down by vocational-technical or career program and arts and sciences program
  • Number of courses in which high school students are enrolled under shared supplementary weighting plans and the portions of those courses that are taught by an instructor who is employed by the local school district for a portion of the school day.
Postsecondary Enrollment Options: The board of regents (which oversees public four-year institutions) must annually report to the general assembly:
  • Total revenue received from each local school district as a result of high school students enrolled in courses under the postsecondary enrollment options program at the institutions of higher learning under the board's control
  • Unduplicated headcount of high school students enrolled in courses under the postsecondary enrollment options program at the institutions of higher learning under the board's control
  • Total credits earned by high school students enrolled in courses under the postsecondary enrollment options program at the institutions of higher learning under the board's control, broken down by degree program.
District-to-Community College Sharing or Concurrent Enrollment and Senior Year Plus: The state board, in collaboration with the board of directors of each community college, must adopt rules that clearly define data and information elements to be collected related to the programs. Data elements must include:
  • The course title and whether the course supplements, rather than supplants, a school district course
  • An unduplicated enrollment count of eligible students participating in the program
  • The actual costs and revenues generated for concurrent enrollment. An aligned unique student identifier system must be established by the department for students in kindergarten through grade twelve and community college
  • Degree, certifications, and other qualifications to meet the minimum hiring standards
  • Salary information including regular contracted salary and total salary
  • Credit hours and laboratory contact hours and other data on instructional time
  • Other information comparable to the data regarding teachers collected in the basic education data survey.
p1: I.C.A. § 261E.3 (3)(j) p2: I.C.A. § 261E.13(1)(b) Also: I.C.A. § 261E.8(8), 260C.14(21)(a)(1) through (6), I.C.A. § 262.9(35), I.C.A. § 261E.8(8)
Kansas Yes. Institutions must report the following as a part of the Kansas Postsecondary Database:
  • Directory information for each high school student enrolled
  • All postsecondary credit hours generated by each high school student
  • Credentials of faculty teaching CEP courses
  • CEP credit hours generated by each high school student.
In each odd-numbered year, each public postsecondary institution must provide to board of regents staff a list of high schools with which it has CEP agreements. For each institution, board of regents staff select no more than 2 high schools for reporting. For each high school selected, the institution must submit the following information to the board office:
  • Copy of the CEP agreement, including the implementation plan for professional development of CEP instructors, and student guide for CEP students.
  • Student guide for CEP students, as described in board of regents policy
  • Report resulting from the annual review of CEP courses by postsecondary partner faculty, aggregated by discipline.
In addition, in odd-numbered years each institution must forward to the board office a copy of all reports resulting from the five-year institutional review of Concurrent Enrollment Partnerships. 

All reports must be reviewed for compliance and the results reported to the board president and chief executive officer. 
BOR Policy Manual (rev. June 20, 2018), Chap. III, A – Academic Affairs, Sec. 13
Kentucky Yes. The CPE/KDE Dual Credit Policy directs the Kentucky Council on Postsecondary Education (CPE) to establish a statewide Dual Credit Advisory Council that includes representatives from secondary schools, postsecondary institutions, CPE, KDE, KHEAA, KCTCS office, and AIKCU. The Dual Credit Advisory Council will submit an annual report to CPE, KDE, and the General Assembly. The report must include:
  • An analysis of dual credit costs to state government, secondary schools, postsecondary institutions, and students/families.
  • Student participation and completion of dual credit courses by gender, race/ethnicity, low income and other gap measures.
  • Credit hours attempted and completed.
  • Student participation rates by school district.
  • College-going rates of dual credit participants versus non-participants by school district.
  • Employment rates of CTE students versus non-participants by school district.
  • Postsecondary success measures comparing dual credit participants and non-participants.
  • Eligibility and access of students participating in dual enrollment programs across the Commonwealth.
The Dual Credit Advisory Council must also provide recommendations to CPE and KDE for the continuous improvement of the dual credit policy, policy implementation, accountability measures, and reporting responsibilities.

The Dual Credit Policy additionally directs the
Dual Credit Advisory Council to work with the KDE and CPE to create data systems that allow monitoring and tracking of dual credit students. The policy requires the CPE to ensure that student information is available in the CPE data system that supports monitoring and tracking of dual credit students, and requires participating postsecondary institutions to report data on dual credit courses to CPE for monitoring student access and progress to credential or degree. The policy also requires secondary schools to record student participation in dual credit courses in the KDE student information system, and requires the KDE to ensure that school districts provide student information through the KDE data system that supports monitoring and tracking of dual credit students. 

Under the Dual Credit Policy, secondary schools and postsecondary institutions must jointly report on student participation and outcomes.

As of August 1, 2017, and each year thereafter, the Kentucky Higher Education Assistance Authority is required provide a report to the secretary of the Education and Workforce Development Cabinet, the president of the Council on Postsecondary Education, and the commissioner of the Kentucky Department of Education to include:

  • The number of students, by local school district and in total, served by the Dual Credit Scholarship Program; and
  • The number of dual credits earned by students by high school and in total.
Council on Postsecondary Education/KDE Dual Credit Policy: (effective fall 2016)(retrieved 11/01/2018) Ky. Rev. Stat. Ann. § 164.786(6), (7)
Louisiana Dual Enrollment: Yes. Postsecondary institutions must annually report to the board of regents dual enrollment courses offered, where offered, the numbers of students enrolled in each, and the course credit awarded in each.

TOPS – Tech Early Start Award: Yes. Prior to the convening of each regular legislative session, the Louisiana Student Financial Assistance Commission must provide the governor and the house and senate education committees a written review and analysis of TOPS-Tech Early Start awards that includes award use by students and the benefits of awards, as well as the impact on subsequent use by students of TOPS-Tech awards. 2017 SCR 110 created a task force to study TOPS and report by 2-15-18.
DE: Board of Regents Academic Affairs Policy 2.19, TOPS: La. Rev. Stat. Ann. 17:5081(G)
Maine Not set in state policy
Maryland Yes. The Maryland Longitudinal Data System Center must annually report to the governor and general assembly the number of dually enrolled students and the number and course names of courses in which dually enrolled students enroll.

An institution of higher education that receives dual enrollment grant funds (a.k.a. Early College Access Grant funds) must provide the commission of higher education with an annual audit of the use of the funds.
Massachusetts General courses: Not set in state policy

Commonwealth Dual Enrollment Partnership: Campuses must send the Massachusetts Department of Higher Education enrollment and completion data before and after each semester. The Department of Higher Education matches student data with Department of Elementary and Secondary Education data to obtain student characteristics such as race, gender, and free-/reduced-price lunch status.
CDEP: Response from MA to MA profile
Michigan Postsecondary Enrollment Options and Career and Technical Preparation Act: Yes. Each intermediate school district must annually collect the following information from its constituent school districts and provide to the department of education: the amount of money expended by the school district for payments required under each program; the number of eligible students who were enrolled in the school district and the number of those eligible students who enrolled in 1 or more postsecondary or CTE courses and received payment of all or part of eligible charges, both in the aggregate and by grade level; the percentage of the school district's enrollment represented by the eligible students described above, both in the aggregate and by grade level; and the total number of postsecondary or CTE courses for which the school district made payment, the number of those courses for which postsecondary credit was granted, the number of those courses for which high school credit was granted, and the number of those courses not completed by the eligible student.

Each participating postsecondary institution and CTE preparation program must annually report to the department the number of eligible students who enrolled in the institution or CTE program during the preceding academic year; the total number of courses completed by participating students at the institution or CTE preparation program during the preceding academic year; the number of aforementioned courses for which the institution or CTE preparation program granted a participating student postsecondary credit; and the number of aforementioned courses for which the institution or CTE preparation program declined to grant postsecondary credit.

By March 1 of each year, the department must submit to the house and senate fiscal agencies and the department of technology management, and budget a summary annual report on the information received through these provisions. 

In addition, if a district board wants all of its schools to be accredited, it must submit an annual report to the state board that must include, for each high school in the district, the number and percentage of pupils in the school who enrolled during the preceding school year in 1 or more postsecondary courses under the postsecondary enrollment options act, and in comparison with the year preceding that. The department must prepare and submit to the legislature a report of the information submitted through district reports, aggregated for statewide and intermediate school district totals.

All programs: Community colleges and public four-year institutions must annually report information on opportunities they offer for earning college credit via (1) Direct college credit or concurrent enrollment and (2) Dual enrollment. Information must be reported to the Center for Educational Performance and Information and posted on the college or institution's website under the budget transparency icon badge. For each such program that the community college or public institution offers, the college/institution must report:
(i) The number of high school students participating in the program.
(ii) The number of school districts that participate in the program with the community college.
(iii) Whether a college professor, qualified local school district employee, or other individual teaches the course or courses in the program.
(iv) The total cost to the community college to operate the program.
(v) The cost per credit hour for the course or courses in the program.
(vi) The location where the course or courses in the program are held.
(vii) Instructional resources offered to the program instructors.
(viii) Resources offered to the student in the program.
(ix) Transportation services provided to students in the program. 
M.C.L.A. 388.521, 388.1911 M.C.L.A. 380.1204a(1)(g)(i) and (h) Comm college: M.C.L.A. § 388.1809(5), M.C.L.A. 388.1845(6)
Minnesota Yes.The commissioner must annually submit the following information on rigorous course taking, disaggregated by student subgroup, school district, and postsecondary institution, to the education committees of the legislature:
  • The number of pupils enrolled in postsecondary enrollment options, including concurrent enrollment, career and technical education courses offered as a concurrent enrollment course, Advanced Placement (AP), and International Baccalaureate (IB) courses in each school district
  • The number of teachers in each district attending training programs offered by Minnesota concurrent enrollment programs, the College Board, or International Baccalaureate North America, Inc.
  • The number of teachers in each district participating in support programs
  • Recent trends in the field of postsecondary enrollment options, including concurrent enrollment, AP, and IB programs
  • Specific expenditures, including for postsecondary enrollment options, concurrent enrollment, and career and technical education courses offered as a concurrent enrollment course
  • Other recommendations for the state program or the postsecondary enrollment options, including concurrent enrollment.
In addition, when reporting student performance through the state accountability system, the commissioner of education must report a rigorous coursework measure indicating the number and percentage of high school graduates in the most recent school year who successfully completed one or more college-level AP, IB, postsecondary enrollment options including concurrent enrollment, other rigorous courses of study, or industry certification courses or programs.
para 1: Minn. Stat. Ann. § 120B.13, subd. 4
para 2: Minn. Stat. Ann. § 120B.35, subd. 3(c)(2)
Mississippi Yes. The Children First annual report must include the percent of students dually enrolled. The report must be posted to Mississippi Department of Education website; each district must post a link to the Web site on the home page of the district Web site. Miss. Admin. Code 7-7-2:3 and 7-3:2051
Missouri Yes, for dual credit. All institutions providing dual credit courses must submit the required files, data, and information files to the Missouri Department of Higher Education, following its prescribed data definitions and reporting dates. Precise reporting instruments, methods, and processes will be developed in collaboration with institutions. The CBHE must annually transmit an analysis of data to appropriate state level bodies. Precise data needed are determined by an appropriate body and/or discussions with institutions.
 
CBHE Dual Credit Policy, June 3, 2015, secs. 10.5 and 10.6
Montana Yes. Reporting requirements are outlined in the Montana University System Operational Guidelines for Dual Enrollment and Other Post Secondary Educational Opportunities.  Montana University System Operational Guidelines for Dual Enrollment and Other Post Secondary Educational Opportunities
Nebraska Not set in state policy
Nevada Not set in state policy
New Hampshire Not set in state policy. However, the department is required to further develop guidelines for the program relating to reporting, accountability, and payment of available funds to the CCSNH. N.H. Rev. Stat. Ann. §188-E:28
New Jersey Yes. The Commissioner of Education and the Secretary of Higher Education must annually submit a joint report to the governor and legislature on dual enrollment programs in the state. The report must include: 
  • Information relating to the utilization of dual enrollment programs throughout the state, including information on participating students' income level and location
  • Effect of dual enrollment on reducing average time-to-degree completion and increasing participating students' likelihood of college graduation
  • An analysis of the rigor of courses taken pursuant to dual enrollment programs
  • Recommendations for any suggested changes to the dual enrollment program.
N.J. Stat. § 18A:61C-12(3)
New Mexico Yes. Districts must annually report to the public education department and postsecondary institutions must report to the higher education department:
  • The number of students enrolled in dual credit classes
  • The courses taken and
  • Grades earned by each dual credit student.
The public education department must annually report to the legislature high school graduation rates for dual credit students. The higher education department must report to the legislature on the New Mexico postsecondary institutions dual credit students ultimately attend. The higher education department and the public education department must annually report to the legislature the estimated cost of providing the statewide dual credit program, including tuition, fees, textbooks and course supplies.
New York Not set in state policy
North Carolina Yes. The Community Colleges System Office must report to the Joint Education Oversight Committee or, if the General Assembly is in session, to the House and Senate Education Committees no later than March 15 regarding the number and cost of high school FTE served as a result of the Career and College Promise program.

The State Board of Community Colleges, in conjunction with the State Board of Education and the Board of Governors of The University of North Carolina, shall evaluate the success of students participating in the Career and College Promise Program, including the College Transfer pathway and the Career and Technical Education pathway. Success shall be measured by high school retention rates, high school completion rates, high school dropout rates, certification and associate degree completion, admission to four-year institutions, postgraduation employment in career or study-related fields, and employer satisfaction of employees who participated in the programs. The Boards shall jointly report by March 15 of each year to the Joint Legislative Education Oversight Committee.shall evaluate the success of students participating in the Career and College Promise Program, including the College Transfer pathway and the Career and Technical Education pathway. Success shall be measured by high school retention rates, high school completion rates, high school dropout rates, certification and associate degree completion, admission to four-year institutions, postgraduation employment in career or study-related fields, and employer satisfaction of employees who participated in the programs. The Boards shall jointly report by March 15 of each year to the Joint Legislative Education Oversight Committee.

N.C. Gen. Stat. § 115D-5(x)
North Dakota No. However, each institution must maintain data on students attempting and earning articulation credits, by course and by student. North Dakota State Board of Higher Education Policies, section 403.5
Ohio Yes. Each public and participating nonpublic secondary school and each public and participating private college must annually collect, report, and track the program data below. The chancellor and the superintendent of public instruction may jointly submit a biennial report on the College Credit Plus program to the governor, the senate president, the speaker of the house, and the chairs of the house and senate education committees. The report must include: 

For each secondary school and college: 
  • The number of participants, disaggregated by grade level, socioeconomic status, race, gender, and disability
  • The number of completed courses and credit hours, disaggregated by the college in which the participants were enrolled
  • The number of courses in which participants enrolled, disaggregated by subject area and level of difficulty
For each secondary school:
  •  The number of students who were denied participation in the program due to certain extenuating circumstances established in statute. Each participating nonpublic secondary school must also include the number of students who were denied participation due to the student not being awarded funding by the department of education.
For each college: 
  • The number of students who applied to enroll in the college under the program but were not granted admission
  • The average number of completed courses per participant
  • The average grade point average for participants in college courses under the program.
The biennial report must also include an analysis of quality assurance measures related to the program.

The first such report must be submitted by December 31, 2017. Regulations provide that an institution of higher education's failure to comply with College Credit Plus program requirements, including, but not limited to, reporting data, may result in the chancellor and the superintendent withholding payment to, demanding repayment from, sending a distribution amount that is in favor of the other participating party, suspending the ability to negotiate future alternative funding structure, or suspending the institution of higher education's eligibility to continue program participation. The chancellor must make available a current list of institutions suspended from participation due to noncompliance.

In addition, while not a graded measure for public school accountability, each district and building’s public accountability report card must include the number of district or building students who have earned at least three college credits through dual enrollment or advanced standing programs, such as the College Credit Plus program and state-approved career-technical courses offered through dual enrollment or statewide articulation.  
R.C. § 3365.04(G), R.C. § 3365.15, R.C. § 3365.05(H)
Reg cited in next to last para: ADC 3333-1-65.3(B)(1), (2)
Last para: R.C. § 3302.03(B)(2)(b) and (C)(2)(c)
Oklahoma Yes. State Regents’ staff are required to use the Unitized Data System (UDS) to annually report the following to the State Regents:
  1. Number of all concurrent enrollment credit hours attempted and completed;
  2. Average grade point average of all concurrent enrollment students;
  3. Number of concurrent enrollment credit hours attempted and completed by students who specifically participated in off-campus concurrent enrollment courses; 
  4. Average grade point average of concurrent enrollments students who specifically participated in off-campus concurrent enrollment courses.

To ensure a commitment to meeting the requirements in the off- campus concurrent enrollment section of this policy, institutions that conduct off-campus concurrent enrollment shall annually submit:

  1. A copy of each signed off-campus concurrent enrollment MOU; and
  2. A list of all faculty teaching off-campus concurrent enrollment, including the courses taught as well as his/her academic qualifications.
Oklahoma State Regents for Higher Education Policy Manual, Section 3.10.7
Oregon The Higher Education Coordinating Commission is required to prepare an annual report on accelerated college credit programs. For the purpose of the report it is to work with public post-secondary institutions of education to determine the method for providing a representative sampling of:
(a) Students from each institution who are graduates of a high school in the state; enrolled in the first year at a post-secondary institution for the first time and seeking a post-secondary certificate or degree.
(b) The number of credits from an accelerated college credit program that a student attempted to transfer to the post-secondary institution.
The report must include the following information from the representative sampling based on the previous school year: (a) The number and percentage of students who attempted to transfer a credit from an accelerated college credit program to a public post-secondary institution.(b) Of the students identified, the number and percentage of students whose credits were accepted. (c) Of the credits accepted, the number and percentage that were accepted as credit toward general education.(d) Of the students identified, the number and percentage of students whose credits were not accepted. (e) Of the students identified, the high schools from which the students graduated, if available.

The report must include the number of students who attempted to transfer a credit from an accelerated college credit program to a public post-secondary institution of education in the state.
To the extent practicable, the information collected must be disaggregated by:
(a) The student's characteristics, including race, ethnicity and gender;
(b) The post-secondary institution of education that accepted or did not accept a transfer of a credit from an accelerated college credit program;
(c) The type of accelerated college credit program in which the student participated; and
(d) The class of the accelerated college credit program in which the student participated.

By September 1 of each year, each public post-secondary institution of education must provide to the Higher Education Coordinating Commission the information required. 

No later than December 1 of each year, the report must be:
(a) Submitted to the Governor, the Department of Education, the Higher Education Coordinating Commission, the interim committees of the Legislative Assembly related to education, the board of education of each community college district in this state and the governing board of each public university and (b) Made available to each school district in this state.

Community colleges must submit an annual evaluation of the previous school year's Two Plus Two and dual credit programs, including descriptions of: 
  • Programs and courses offered
  • Student outcomes
  • Instructors' qualifications
  • Program costs.
2018 Oregon Laws Ch. 113 (H.B. 4053) Or. Admin. R. 589-007-0200(3) [Community colleges]
Pennsylvania Yes, for districts and area vocational-technical schools receiving state funding for concurrent enrollment programs. Each such entity must report
  • The eligible postsecondary institution(s) with which the school entity has established a concurrent enrollment program
  • The number of participating students
  • The number of students participating in a concurrent enrollment program who are enrolled in early college high school, middle college high school or gateway to college programs
  • The courses offered through a concurrent enrollment program
  • The total approved cost for each concurrent course
  • The total amount of funds received from the department through concurrent enrollment grants
  • The number of concurrent students enrolled in charter schools, nonpublic schools, private schools or home education programs.
The department of education must develop an annual report on concurrent enrollment programs using the aforementioned information submitted by school entities.
The annual report must be provided to specified legislative leaders, and published on the department website.

*Program currently inactive due to inadequate state funds*
para 1: 24 P.S. § 16-1611-B(b)
para 2: 24 P.S. § 16-1603-B(f) 
Rhode Island Yes. School districts must annually report to the department of elementary and secondary education the number of students, the number of credits enrolled in at postsecondary institutions, the name of the institution, and the dollar amount the district is allocated for this program. The department must annually provide a report to the governor and house and senate leaders that contains the above information by district and in the aggregate. R.I Gen. Laws § 16-100-5
South Carolina Yes. Each institution must develop an annual report on dual enrollment offerings that demonstrates compliance with policy and procedures, to be submitted to the Division of Academic Affairs and Licensing of the Commission on Higher Education. Each technical college must send its annual report to the State Technical College System office, which must assemble a summary report for the technical college system and transmit it and the 16 institutional reports to the CHE. The commission on higher education must in turn publish an annual report on dual enrollment offerings in the prior year by public postsecondary institutions. CHE Dual Enrollment Policy, “Demonstration of Policy Compliance and Reporting”
South Dakota Generally and Campus Enrollment: Not set in state policy

Dual Credit: Yes. One week after the completion of 60% of the semester, the Board of Regents (BOR) will supply the South Dakota Department of Education (SDDOE) with a complete list of student names as well as these data elements: 
  • Date of birth
  • Academic status
  • Ethnicity
  • School district
  • Home institution
  • Course name
  • Credit hours attempted
  • Sponsored amount
Two weeks after grades are posted, the BOR will provide the SDDOE with the academic performance for all participating students. 

Concurrent Enrollment: Each Regental institution offering concurrent enrollment courses in a given term must submit a list of courses to the System Vice President of Academic Affairs at the end of each semester. Each course list must include student grade performance.
South Dakota Board of Regents Dual/Concurrent Credit Administration Guidelines, Sec. 7 (4.8) (last rev. 12/2017)
Tennessee Yes. The commissioner of education must publish an annual report, which must include a list of the dual enrollment courses taken by students in each LEA and a list of the dual enrollment courses taken by students in each of the LEA's schools that serve grades in which dual enrollment courses could be taken. The number of students taking dual enrollment courses and the percentage of students successfully completing dual enrollment courses must be reported by LEA and by school. This report must be distributed to (1) The governor; (2) The members of the general assembly; (3) The members of the state board of education; (4) State and local news media; (5) Local directors of schools; (6) Local boards of education; (7) Presidents of state and local education associations; (8) Presidents of state and local school board associations; (9) State and local parent-teacher organizations; (10) County mayors; (11) Mayors; (12) Local chambers of commerce; (13) Members of local legislative bodies; and (14) Local public libraries.

In addition, the Consortium for Cooperative Innovative Education must annually report to the house and senate education committees. The report must include a description of each program and an evaluation of its success. It must also include a report by (1) the board of regents and the trustees of the University of Tennessee of the number of students who receive early postsecondary credit and who are retained and graduate, and (2) the office of postsecondary coordination and alignment of the effectiveness of the secondary institutions in meeting the purposes of § 49-15-101, including participation numbers, graduation rates of the participants, and the number of students continuing into postsecondary education within 1 year of graduation. 
para 1: Tenn. Code Ann. § 49-1-211(a)(13) and (b) para 2: Tenn. Code Ann. § 49-15-108(b) 
Texas Yes. Districts must annually report to the Texas Education Agency the number of students, including CTE students, who have participated in the college credit program (i.e., dual credit,  articulated postsecondary courses, Advanced Placement, International Baccalaureate, etc.), the number of courses in which students have enrolled, and the college credit hours students have earned. The Texas Higher Education Coordinating Board must collect student course credit data from public institutions of higher education to assist in this data collection. 

In addition, indicators for evaluating performance of districts and schools include measures such as students who earn dual course credits, students who complete an OnRamps dual enrollment course and students awarded an associate's degree. 

The higher education coordinating board must maintain for each public junior college, public technical institute, and public state college an online resume for the institution designed for use by legislators and other interested policy makers. The resume must include the percentage of students who are enrolled in one or more dual credit courses at the institution for the most recent state fiscal year for which the information is available (and compare to the previous year and last five years for which information is available).
 
para 1: Tex. Educ. Code Ann. § 28.009(c) and (c-1) para 2: Tex. Educ. Code Ann. § 51A.102(d)(1)(C) Tex. Educ. Code Ann. § 39.053
Utah
Yes. For the school performance report (public accountability report card) for each school and charter school, the board will award high school points proportional to the percentage of the school's students who achieve a C or better in a concurrent enrollment course. 

Each LEA must provide the superintendent with: (a) end-of-year expenditures reports; and (b) an annual report regarding supervisory services and professional development provided by a USHE institution.

The Board of Regents must annually report to the legislature’s Higher Education Appropriations Subcommittee on concurrent enrollment participation, including data on the higher education tuition not charged due to the hours of higher education credit granted through concurrent enrollment, tuition or fees charged to students, an accounting of the money appropriated for concurrent enrollment, and a justification of the statutorily-established split of program funds between local boards/charter schools and the board of regents.
Utah Code Ann. § 53E-5-207(4)(a); Utah Admin. Code R. R277-713-7(7)(b); Utah Admin. Code r 277-713-7 Utah Code Ann. § 53E-10-308 
Vermont Yes. The public postsecondary institution must send data related to student participation and success to the Secretary of Education and send data to the Vermont Student Assistance Corporation necessary for the Corporation's federal reporting requirements. The Secretary must annually report to the House and Senate education committees regarding the Dual Enrollment Program, including data relating to student demographics, levels of participation, marketing, and program success. 16 V.S.A. § 944(c)(3)
Virginia Yes. Each secondary school’s School Performance Report Card must include the percentage of students who take college-level courses, including dual enrollment courses.

The State Council of Higher Education is required to annually report to the House Committee on Education and the Senate Committee on Education and Health on the implementation of the course credit policy by each public institution of higher education.

In addition, community colleges and public schools divisions must work together to provide tracking data on the performance of dual enrollment students, including credits completed, college courses attempted and completed, cumulative GPA, high school graduation data, and any other data agreed upon. The specific data elements will be reported by the community college on a regular basis.
p1: 8 VAC 20-131-270(A)(2)(f)(3) p2; Va. Code Ann. § 23.1-905.1 p3: Governing Principles for Dual Enrollment Between Virginia's Public Schools and the Virginia Community College System, 2015
Washington All programs: Yes. The office of the superintendent of public instruction, in collaboration with the state board for community and technical colleges, the Washington state apprenticeship and training council, the workforce training and education coordinating board, the student achievement council, the public baccalaureate institutions, and the education data center must annually report to the education and higher education committees of the legislature regarding participation in dual credit programs (including but not limited to Running Start, College in the High School, Tech Prep, International Baccalaureate, Advanced Placement, and Cambridge program. The report must include:
  • Data on student participation rates and academic performance
  • Data on the total unduplicated head count of students enrolled in at least one dual credit program course
  • The percentage of students who enrolled in at least one dual credit program as percent of all students enrolled in grades 9-12.
Data must be disaggregated by race/ethnicity, gender, and receipt of free/reduced-price lunch.

The office of the superintendent of public instruction must also annually report to the education policy committees and the fiscal committees of the legislature, information about the demographics of the students earning dual credits in the schools receiving grants for the prior school year through the academic acceleration program, to support costs associated with offering dual credit courses (i.e., College in the High School, Advanced Placement, International Baccalaureate, Cambridge Advanced International Certificate of Education Examination (AICE), Tech Prep, online courses).

In addition to the data on student enrollment in dual credit courses mentioned above, the office of the superintendent of public instruction must collect and post on the Washington state report card website the rates at which students earn college credit through a dual credit course (i.e., 3 or higher on AP exam, 4 or higher on IB exam, students who successfully complete a Cambridge advanced international certificate of education (AICE) exam, students who successfully complete a course through the College in the High School program, students who satisfy the dual enrollment and class performance requirements to earn college credit through a Tech Prep course, and students who successfully complete a Running Start course.

College in the High School: The institution of higher education must maintain participant enrollment information separately from other enrollment information. The institution may not include enrollees in official enrollment reports, nor may such persons be considered in any enrollment statistics that would affect higher education budgetary determinations.
28A.600.280, 28A.320.196(6), 28A.300.560, 28A.600.290(5)(c)
West Virginia Dual Credit/Dual Enrollment: No

West Virginia EDGE: Yes. The program is administered by the Assistant State Superintendent of the Division of Technical, Adult and Institutional Education, who must develop or adapt an existing comprehensive relational database and data analysis system for student tracking to ensure consistent, reliable data relevant to program goals are available. The assistant state superintendent must also track and evaluate EDGE outcomes across all eight consortia districts, create a standardized reporting procedure for collecting consistent EDGE data at the state level, and ensure that coordinators in the district consortia prepare and retain reliable supporting source documents necessary to validate the data included with the state database. He/she must also (1) document the number of students who enroll in the program, specific courses taken, student course and final exam grades, the number who earn EDGE credits and, of these, the number who apply the credits toward degrees or certifications at state community and technical colleges, and (2) collect and analyze data relevant to initiative goals and objectives, and prepare an annual report for the Legislative Oversight Commission on Education Accountability.

The Chancellor's Office and individual two-year institutions must maintain an up-to-date listing of all secondary and/or career-technical center courses approved for EDGE credit, including the amount of credit for each course, and make this listing available through links from the system and institutional websites to the EDGE website maintained by the department of education.

Early Enrollment: Yes. Each participating institution must maintain a record of the courses and enrollments for such courses and submit reports in compliance with requirements set forth by the specifications of the WV Data Policy Advisory Council, the Council for Community and Technical College Education and Higher Education Policy Commission.
West Virginia EDGE: W. Va. Code, § 18-13-3; W. Va. Code R. § 135-28-6.5 Early admission: W. Va. Code R. § 135-19-9, 133-19-9
Wisconsin Start College Now: Yes. The technical college system board must annually submit a report to the department of administration, department of children and families, department of public instruction, department of workforce development, and the legislature. The report must specify, by school district: 
  • The number of pupils who attended district schools under Start College Now in the previous school year.
  • The type and number of credits earned by the pupils.
  • The number of persons who applied for admission to a technical college in the previous school year, who previously earned technical college credit under Start College Now, and who applied for admission within one year of graduating from high school.
  • The courses given in high schools for which a pupil may receive technical college credit and the number of pupils enrolled in the courses for technical college credit in the previous school year.
  • Any other information considered relevant by the board. 
To this end, the technical college system board must, in consultation with the state superintendent of public instruction, establish by rule a uniform format for district boards to use in reporting the number of pupils attending district schools under the program.

Early College Credit Program: Yes. The department of public instruction must publish a school and school district accountability report that includes information, for each school district and each high school in that district, the number and percentage of pupils participating in the Early College Credit Program.

In addition, the school district clerk must include, as part of the annual school district report, pupils attending an institution of higher education under the Early College Credit Program.
 
Start College Now: 38.04(11)(a)2, (21)

Early College Credit Program: W.S.A.115.385(1)(d)1, W.S.A. 121.05(1)(a)(5)
Wyoming Yes. A district (or board of cooperative educational services) and a postsecondary institution must annually file a report with the community college commission on student participation and completion and on revenues and expenditures for program activities for the immediately preceding school year. The commission must then annually report to the joint education interim committee, the community colleges, the department of education and the University of Wyoming on statewide program revenues, expenditures and student participation and completion. W.S.1977 § 21–20–201(e)

© 2020 by the Education Commission of the States (ECS). All rights reserved. ECS is the only nationwide, nonpartisan interstate compact devoted to education. 700 Broadway #810, Denver, CO 80203-3442

To request permission to excerpt part of this publication, either in print or electronically, please contact the Education Commission of the States’ Communications Department at 303.299.3636 or mzatynski@ecs.org.

Your Education Policy Team  www.ecs.org