Dual Enrollment: Student Eligibility Requirements
Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • Fax: 303.296.8332 • www.ecs.org

Dual Enrollment: Student Eligibility Requirements

This database indicates the grade-level, academic, or other criteria students must meet to participate in dual enrollment programs. Most if not all states allow waivers on grade-level eligibility criteria for students in gifted and talented programs. Grade level criteria listed below are those for general education students and do not reflect such waiver policies.

Why does it matter?
  • Some high-ability students may not have been challenged by their high school programs to perform up to their potential. Proficiency-based eligibility measures may be a better means than high school grades in determining student eligibility.
  • Teacher perception of student ability should not be the detemining factor in whether a student may participate in a dual enrollment program.
Highlights
  • Grade level: Three states require students who meet all other eligibility criteria to be in at least grade 10. Fourteen states require students to be in at least grade 11.
  • Grade point average: Six states include minimum high school grade point average (GPA) as a criterion to be admitted to a dual enrollment program.
  • Written approval/recommendation: In 17 states, written permission or a recommendation from a teacher, principal, other school or district staff member or postsecondary official is an eligibility criterion.
  • Meet entrance requirements set by postsecondary institution: Twenty-three states require dual enrollment candidates to meet course prerequisites set by departments or institutions, and/or meet other course placement criteria.
  • "Other":  Twenty-one states require dual enrollment candidates to meet "other" state-set eligibility criteria, i.e., parental permission, completion of certain high school courses or passing scores on state-determined high school or postsecondary assessments, or development of an individual graduation plan for high school coursework.
  • Not specified: In 18 states, some or all eligibility criteria are left to the discretion of local high schools or districts and/or postsecondary institutions. In 9 of these states and the District of Columbia, all eligibility criteria appear to be locally determined.
  • Varies by program: In 11 states, eligibility criteria vary depending upon which dual enrollment opportunity a student is applying for.
Note: This database does not include information about Tech Prep or early/middle college high school programs. Information about such programs is included in the ECS career/technical education and early/middle college high school databases.

Methodology: This information was collected from state statutes, rules and regulations, and state education agency Web sites. A profile was sent to each state for review and modification, as needed.

Last updated: December 2013

This database was compiled by Jennifer Dounay Zinth: 303.299.3689 or jdounay@ecs.org.

Student eligibility requirements
Alabama
  • Student in grades 10-12
  • Minimum GPA
  • Written approval/recommendation
  • Meet entrance requirements set by postsecondary institution
Alaska
  • Not specified
Arizona
  • Student in grades 11-12. Only applies for courses offered at high schools. Other provisions specify that a student may not be denied admission to a community college or university due to age or grade in school if a student as achieved at least a specified score on a college entrance exam. A community college offering a course at a high school may waive the grade level requirement for up to 25% of students, provided that the college has written criteria for waiving requirements for each course. Criteria must include that 9th and 10th graders meet course prerequisites and are prepared to benefit from the course.
  • Meet entrance requirements set by postsecondary institution. Admission must be granted to a community college to a student under 18 who meets course prerequisites
  • Other. Student must achieve one of the following: (1) Composite score of at least 93 on PSAT; (2) Composite score of at least 930 on SAT; (3) Composite score of at least 22 on ACT; (4) Passing score on relevant portions of the Arizona instrument to measure standards test; or (5) Completion of a college placement test designated by the community college district that indicates the student is at the appropriate college level for the course.
Arkansas
  • Written approval/recommendation. From high school principal or designee.
  • Meet entrance requirements set by postsecondary institution. For endorsed concurrent enrollment: Students must be admitted by the institution of higher education as a non-degree or non-certificate seeking student, and meet all course prerequisites.
  • Other. Students must also score 19 or better on the ACT Reading sub-test or have a score on the EXPLORE, PLAN or PSAT assessments that are projected to produce a 19 or better on the ACT Reading sub-test, or comparable score on the SAT, ASSET or COMPASS, to enroll in any general education course. Enrollment in English Composition and math courses also require a 19 or better on the respective ACT sub-test or a score on the EXPLORE, PLAN or PSAT assessments that are projected to produce a 19 or better on the respective ACT sub-tests or comparable score on the SAT, COMPASS or ASSET. These scores are statewide minimum scores. Any college/university campus may set higher minimum scores for general education concurrent courses, and may choose to require the COMPASS or ASSET score in addition to EXPLORE, PLAN or PSAT scores.

For enrollment of students who have completed the 8th grade (non-“endorsed concurrent enrollment course”): If the institution requires an ACT score greater than 19 or the equivalent, the student must meet that institution's concurrent admissions and course placement requirements. If a student is a 12th grader has an ACT sub-score of at least 17 in English, reading or mathematics (or an equivalent measure) may enroll in remedial/developmental education courses in English, reading and mathematics.
California
  • Written approval/recommendation. From school principal—for community college and CSU admission as special student.
  • Meet entrance requirements set by postsecondary institution. A CSU campus may admit a high school student if the appropriate campus authority judges the student's preparation and ability such that the probability of the student's academic success at the campus is equivalent to that of traditionally admitted first-time freshmen.
  • Not specified. A community college governing board may restrict admission/enrollment of a special part- or full-time student based on age, grade level, or demonstrated eligibility for instruction using assessment methods and procedures, pursuant to regulations adopted by the Board of Governors of the California Community Colleges.
  • Other. Parental permission, for special student at community college.
A parent of a student, regardless of the student’s grade level, may petition a district governing board to authorize the child’s attendance as a special full-time student at a community college. A parent may file an appeal with the county board of education.
Colorado
  • Written approval/recommendation. From district superintendent or designee. For charter school or board of cooperative services (BOCES) high school students, approval from the chief administrator of the charter school or BOCES high school.
  • Meet entrance requirements set by postsecondary institution
  • Other: Student must develop an academic plan of study describing all the courses the student intends to complete to satisfy his/her remaining graduation requirements. Before the student’s concurrent enrollment, the principal, a counselor, or a teacher advisor must approve the academic plan of study. For ASCENT program, a student must be selected by his/her principal, and designated by the department of education. An eligible student must be under age 21, have completed or be on schedule to complete at least 12 postsecondary credit hours before the end of 12th grade, not be in need of a basic skills course, be accepted into a postsecondary degree program at an institution of higher education, and meet any other selection criteria established by the Concurrent Enrollment Advisory Board.
Connecticut
  • Not specified
Delaware
  • Not specified. The articulation agreement between the district, school, or charter school and the institution must specify student eligibility and participation requirements. Student eligibility and participation requirements must be based on multiple indicators of readiness such as, but not limited, to a combination of tests, course grades, teacher recommendations or portfolios.
District of Columbia
  • Not specified. Determined in the Dual Enrollment Partnership Agreement an LEA develops with a partnering postsecondary institution.
Florida
  • Minimum GPA. 3.0 unweighted high school GPA, or 2.0 unweighted high school GPA for initial and continued enrollment in career certificate dual enrollment courses. Exceptions to required GPAs may be granted on an individual student basis if the educational entities agree and the terms of the agreement are in the dual enrollment articulation agreement. Each comprehensive dual enrollment articulation agreement between a school district and a Florida College System institution must include the policies and procedures, if any, for determining exceptions to the required grade point averages on an individual student basis.
  • Other. Minimum score on a common placement test adopted by the state board indicating the student is ready for college-level coursework. A student enrolling in a math or English course must have demonstrated adequate precollegiate preparation on the relevant section of the basic computation and communication skills assessment. A student may enroll in college credit courses that are not precluded by the deficiency; however, students may not earn more than 12 college credit hours prior to the correction of all deficiencies.
  • Not specified. Florida College System institution boards of trustees may establish additional initial student eligibility requirements, which must be included in the dual enrollment articulation agreement, to ensure student readiness for postsecondary instruction. Additional requirements included in the agreement may not arbitrarily prohibit students who have demonstrated the ability to master advanced courses from participating in dual enrollment courses.
Districts and colleges may agree to extend dual enrollment participation in Student Life Skills (designated as SLS course prefix in the Statewide Course Numbering System) courses to students who do not meet the statutory eligibility requirements, if alternate eligibility requirements are delineated in the District Interinstitutional Articulation Agreement.

To remain eligible for dual enrollment, a student must maintain the minimum postsecondary grade point average established by the postsecondary institution. Regardless of meeting eligibility requirements for continued enrollment, a student may lose the opportunity to participate in a dual enrollment course if the student is disruptive to the learning process such that the progress of other students or the efficient administration of the course is hindered. The institution may grant an exception if the student is enrolled in a secondary course(s) in the basic competency area(s) for which they s/he has been deemed deficient by the postsecondary readiness assessment.
Georgia Dual Credit/Dual Enrolment:
  • Meet entrance requirements set by postsecondary institution
  • Student in grades 11-12. A student in grades 9-10 is eligible if s/he has a 3.50 cumulative GPA and has been approved by the student's high school and postsecondary institution for dual enrollment.
  • Other. Be on track to graduate and maintain satisfactory academic progress towards fulfilling applicable high school graduation requirements. Must take at least two courses a day on campus. Demonstration of college readiness in reading, writing, and mathematics. A student who meets reading and writing readiness standards qualifies to enroll in any dual credit course except in courses that require a strong mathematics foundation. Students who fail to demonstrate college readiness in reading, writing, and/or math may enroll in courses in these subjects if they enroll concurrently in specially designed courses to address their deficits in reading and writing or mathematics or both. Meet local system requirements.
Accel (in addition to above requirements for dual credit):
  • Written approval/recommendation. From student’s high school.
  • Other. Written parental consent, for students under age 18.
Move on When Ready:
  • Student in grades 11-12
  • Other. Must have spent previous school year attending a public high school in Georgia.
Hawaii
  • Written approval/recommendation. Approval from the student’s parent, high school counselor, and high school principal is part of the Running Start application.
  • Meets entrance requirements set by postsecondary institution. Student must pass a standardized test administered by the college that demonstrates the student's ability to succeed at the college level.
  • Student in grades 11-12
  • Other. Student must be under the age of 21 as of September 1 of the school year in which the course is taken, and must meet other qualifications deemed appropriate by the department of education or the university; provided that subsequent qualifications do not restrict any student from taking the standardized test.
Idaho
  • Student in grades 11-12
  • Not specified. Additional eligibility requirements are set by the district and participating postsecondary institution. Must include criteria to define “student ability to benefit” from a dual credit program. An institution may require a student to obtain the postsecondary instructor’s approval to enroll in the course.
  • Other. Student must be age 16 or have successfully completed at least one-half of the high school graduation requirements as certified by the high school.
Students seeking admission who do not meet the above requirements may petition the institution's admission committee for consideration. Students enrolled in a public school may seek admission to enroll by submitting a petition to the high school principal’s office and to the admissions office of the postsecondary institution.
Illinois
  • Meet entrance requirements set by postsecondary institution. Students must meet the same academic criteria as those enrolled in credit-bearing college courses, including taking appropriate placement testing.
  • Other: Statute directs the Illinois Community College Board and the Board of Higher Education to develop policies to permit multiple appropriate measures using differentiated assessment for granting eligibility for dual credit to students. The boards are reviewing this provision as of November 2013.
Indiana
  • Not specified. For Postsecondary Enrollment Program, eligibility requirements are set by the eligible institution and the school corporation’s governing body. A school corporation’s eligibility criteria may provide a student ineligible to participate if (1) participation would delay the student's progress toward high school graduation, or (2) the request is for enrollment in a course offered by the student's school and participation would result in cancellation of the course due to low enrollment.
Iowa All Senior Year Plus programs (CTE exception cited below):
  • Written approval/recommendation. Student must have approval of the school board or its designee and the eligible postsecondary institution to register for the postsecondary course.
  • Meet entrance requirements set by postsecondary institution
  • Student in grades 11-12 (Postsecondary Enrollment Options).
  • Other. Student must be proficient in reading, math, and science based on their performance on the Iowa Assessments. Proficiency scores for the Iowa Assessments are determined in the Standard Score metric (previously, students had to score at or above the 41st national percentile rank (NPR) in each of the three subject areas) specific to grade, content, and time of year (fall, midyear, and spring). If a student is not proficient in one or more of these content areas, the school board may establish alternative but equivalent qualifying performance measures including but not limited to additional administrations of the state assessment, portfolios of student work, student performance rubric, or end-of-course assessments.)
Concurrent Enrollment, Career Academies, Project Lead the Way: Open to students in grades 9-12.

District-to-Community College Sharing or Concurrent Enrollment: For a CTE course, a student is exempt from proficiency requirements, but may be required by a community college to complete an initial assessment to determine the applicant's readiness to enroll in career and technical coursework, and the community college may deny the enrollment.

Project Lead the Way: A school district may set additional eligibility requirements to ensure student readiness to achieve success. All students in a district-to-community college shared course must meet the expectations of the national organization that administers the Project Lead the Way program and must be registered for college credit.
Kansas
  • Student in grades 10-12
  • Written approval/recommendation. Student must have been authorized by the principal of the school attended to apply for enrollment at an eligible postsecondary education institution.
  • Meet entrance requirements set by postsecondary institution. Student must be acceptable or have been accepted for enrollment at an eligible postsecondary education institution, must meet institutional enrollment requirements, follow institutional procedures regarding assessment/placement, have an acceptable score or subscore on a standardized placement test, and meet course prerequisites.
  • Other. Student must have “demonstrated the ability to benefit from participation in the regular curricula of eligible postsecondary education institutions.”
Institutions may set higher standards.
Kentucky
  • Meet entrance requirements set by postsecondary institution. Student must have completed prerequisite coursework or have otherwise demonstrated mastery of the prerequisite content knowledge and skills as determined by measurable standards. Student must also have applied to and been accepted by institution. All students willing to accept the challenge of a rigorous academic curriculum must be admitted to dual credit and dual enrollment courses provided they have successfully completed the prerequisite coursework or have otherwise demonstrated mastery of the prerequisite content knowledge and skills as determined by measurable standards.
  • Student in grades 11-12 (for CPE Dual Credit only)
Louisiana Dual Enrollment:
  • Meet entrance requirements set by postsecondary institution
  • Student in grades 11-12
  • Other. At least 15 years old. Students must meet any other eligibility criteria set by the Board of Regents
TOPS-Tech Early Start Award:
  • Minimum GPA. Cumulative high school GPA of at least 2.0 on a 4.0 scale
  • Student in grades 11-12
  • Other. Have prepared a five-year education and career plan, including a sequence of related courses with a career focus as provided by the High School Career Option. Score of at least 15 on the English and math subsections of the ACT PLAN. Enroll in a course in an Industry-Based Occupational or Vocational Education Credential Program in a top demand occupation.
To continue receiving a TOPS-Tech Early Start Award, a student must:
  • Agree that the award will be used exclusively for educational expenses
  • Be a student in good standing in a Louisiana public high school, and in a Louisiana public postsecondary institution
  • Maintain a high school GPA of at least 2.0 on a 4.0 scale, and by the spring term, a college grade point average of at least 2.5 on a 4.0 scale
  • Continue to pursue course(s) leading to an industry-based credential in a top demand occupation
  • Maintain steady academic progress as defined in regulations.
Maine General program:
  • Minimum GPA. Minimum 3.0 or equivalent of “B” average, unless waived by the postsecondary institution.
  • Written approval/recommendation. Student must obtain school unit approval, and a recommendation from the student's school administration or one of the student's secondary school teachers to take a postsecondary course or courses at an eligible institution, following an assessment of the student by the school administration.
  • Meet entrance requirements set by postsecondary institution. Student must meet course prerequisites.
  • Other. Parental approval. Policy also states that if a student does not meet all approval criteria set in statute, the student may still participate in dual enrollment provided the student is at least in grade 11, has received a recommendation from the student's high school and has received approval from a postsecondary institution.
Dual enrollment career and technical education program:
  • Student in grades 11-12
  • Other. Student must be a full-time student at a public secondary school and enrolled in a CTE program at a career and technical education center or a career and technical education region.
Maryland
  • Other. Students must be enrolled in a public high school.
Massachusetts
  • Not specified
Michigan
  • Other. Postsecondary Enrollment Options: Student must have either earned a qualifying score in each subject area on a readiness assessment in English, mathematics, reading, social studies, and science selected by the superintendent of public instruction, or the Michigan merit examination. If not, student is limited to a course in a subject area for which he or she has achieved a qualifying score, a course in computer science or foreign language not offered by the school district, or a course in fine arts as permitted by the school district. Career and Technical Preparation Act: A student who has not taken the Michigan merit examination must have achieved a qualifying score in all subject areas on a readiness assessment and a student who has taken the Michigan merit examination must have achieved a qualifying score in all subject areas on the Michigan merit examination. A student who has not achieved a qualifying score in all subject areas on a readiness assessment or the Michigan merit examination. A student who has not achieved a qualifying score on either assessment may be eligible if he/she achieves a qualifying score in math and a qualifying score on a nationally or industry recognized job skills assessment test as determined by the superintendent of public instruction.
Minnesota
  • Student in grades 10-12 (for CTE course)
  • Student in grades 11-12 (for academic course) (a 9th or 10th grade student may apply to enroll if, after all 11th and 12th grade students have applied for a course, additional students are necessary to offer the course)
  • Meet entrance requirements set by postsecondary institution
Mississippi
  • Minimum GPA
  • Written approval/recommendation (from high school principal and/or guidance counselor. A home-schooled student must have parent or custodian’s written recommendation)
  • Meet entrance requirements set by postsecondary institution
  • Other: Students must have completed a minimum of 14 core high school units. An exemption may be provided students with a minimum ACT composite of at least 30 or the equivalent SAT score, and meet other requirements above.
Missouri
  • Minimum GPA
  • Written approval/recommendation
  • Meet entrance requirements set by postsecondary institution
  • Other: If the high school administers a competency assessment in an area related to the dual credit course, high school juniors and seniors must score at or above proficient on the Missouri Assessment Program (MAP) or earn an equivalent score on a comparable assessment.
Montana
  • Student in grades 11-12
  • Other. Student must complete a Running Start application. The district must determine whether the student has the skills needed to succeed in the proposed college coursework.
Nebraska
  • Not specified
Nevada
  • Written approval/recommendation. Approval of appropriate institution officials.
  • Meet entrance requirements set by postsecondary institution. Each college must establish procedures and requirements for admission of students without a high school diploma. Each college or university may establish performance or testing standards to determine readiness for enrollment or admission when other admission or enrollment criteria are not met.
  • Student in grades 11-12
New Hampshire
  • Not specified
New Jersey
  • Not specified. Local boards determine student eligibility.
New Mexico
  • Written approval/recommendation
  • Meet entrance requirements set by postsecondary institution. Postsecondary institutions must provide course placement evaluation and consider a high school college readiness assessment to verify a student's academic skill level and ensure compliance with course prerequisites.
  • Other. Parental permission. Student must also be enrolled one-half or more of the minimum course requirements approved by the public education department for public school students (enrolled at least half-time in high school courses), or be in physical attendance at a bureau of Indian education-funded high school at least three documented contact hours per day. Students must also discuss potential dual credit courses with appropriate LEA and institutional staff (see "unique characteristics" for more details).
  • Not specified. The agreement between the district and postsecondary partner must specify the required academic standing of students eligible to participate in the dual credit program. LEAs must employ a method of qualifying students for dual credit participation based on factors which may include academic performance review, use of next step plan, assessments, advisement and career guidance, and recommend enrollment at the postsecondary institution with evidence that the student has the appropriate skills and maturity to benefit from dual credit instruction. Postsecondary institutions must employ a method of qualifying students for dual credit that demonstrates the student has the appropriate skills and maturity to benefit from the instruction requested. Students have the right to appeal to the LEA or postsecondary institution any decision regarding enrollment in the dual credit program. Postsecondary institutions and LEAs must have a student appeals process for student enrollment in dual credit programs (the decision of the institution or LEA to which the student appeals is final).
New York
  • Not specified
North Carolina
  • Minimum GPA. For Career Technical Pathway, minimum 3.0 GPA on 4.0 scale OR upon principal recommendation. For College Transfer Pathway, minimum 3.0 GPA on 4.0 scale.
  • Written approval/recommendation. Principal recommendation ONLY for Career Technical Pathway student with GPA below 3.0.
  • Meet entrance requirements set by postsecondary institution. For Career Technical Pathway students: Meet course prerequisites.
  • Student in grades 11-12. However, recent changes allow students in grades 9-10 to enroll in technology and engineering programs.
  • Other. For College Transfer Pathway, students who have demonstrated college readiness on an approved assessment (State has set college-readiness benchmarks on PLAN, PSAT, Assets, COMPASS, Accuplacer. Colleges may alternatively use minimum scores on SAT and/or ACT to demonstrate readiness in English, Critical Reading, and Mathematics.)
For the College Transfer pathway, an 11th or 12th grader may qualify under "Provisional Eligibility Criteria" that include 3.5 GPA on a 4.0 scale, 2 years high school Engilsh and Algebra II with "C" or higher, and permission of principal and community college president. A student participating through Provisional Eligibility Criteria may enroll only in English and math courses until s/he demonstrates college readiness by completing a college course with a "C" or higher.

To maintain eligibility, participants must maintain a GPA of 2.0 on college courses in a program of study and continue to make progress toward high school graduation.
North Dakota
  • Student in grades 10-12
  • Written approval/recommendation. From district superintendent
  • Meet entrance requirements set by postsecondary institution
  • Other. Parent permission
Ohio
  • Meet entrance requirements set by postsecondary institution. Student participation in the program must be based solely on a college’s established placement standards for credit-bearing courses.
Oklahoma
  • Written approval/recommendation. All students must have a letter of recommendation from their counselor, and a signed statement from the high school principal stating they are eligible to satisfy requirements for high school graduation no later than spring of senior year.
  • Meet entrance requirements set by postsecondary institution. Students may only enroll in curricular areas where they have met the ACT assessment requirements for college placement as stated in the State Regents’ Assessment Policy. Institutions will use established ACT scores at or above the State Regents’ established minimums in the four subject areas of science, mathematics, reading and English. A student scoring below the established ACT score in reading is not permitted to enroll in any other collegiate course (outside science, math, and English).
High school seniors and juniors are held to different standards that take into account either ACT/SAT scores OR high school GPA and class rank. Differential benchmarks on all indicators are set for seniors vs. juniors, and for research universities vs. regional universities vs. community colleges. University of Oklahoma (OU) and Oklahoma State University (OSU) are authorized to set higher standards for 12th grade students. Home schooled students and students from unaccredited high schools must simply meet ACT/SAT benchmarks and be 16 or 17 years old.

No public institution may deny concurrent enrollment to any high school student, or student of at least 13 years of age who is receiving high-school-level instruction at home, who meets eligibility requirements, nor may any independent school district prohibit any student who meets eligibility requirements from participating.

A student may continue concurrent enrollment if the student maintains a minimum 2.0 GPA in college courses.
Oregon
  • Meet entrance requirements set by postsecondary institution (both programs)
  • Other: Expanded Options: A student who has completed course requirements for graduation but who has not received a diploma. The student must be enrolled in an Oregon high school, in grade 11-12 or at least 16 years old at the time of enrollment, and have an educational learning plan.
Pennsylvania
  • Meet entrance requirements set by postsecondary institution. Postsecondary placement test scores, and demonstrated readiness for college-level coursework, as determined by the postsecondary institution.
  • Not specified. Any additional criteria set forth in the agreement between the school district or area vocational-technical school and the participating postsecondary institution.
  • Student in grades 11-12
  • Other. The results of nationally available achievement tests or other standardized tests included in the participating school entity's local assessment system, and satisfactory progress toward fulfilling applicable secondary school graduation requirements, as determined by the school entity.
A student who does not meet the eligibility requirements set forth in a concurrent enrollment agreement between a school entity and postsecondary institution may enroll in concurrent courses by meeting alternate criteria agreed upon by the school entity and the eligible postsecondary institution. In addition, each concurrent enrollment agreement must also include a description of minimum performance criteria, in courses offered by the school entity and in concurrent courses, required for students to remain in the concurrent enrollment program.

*Program currently inactive due to inadequate state funds*
Rhode Island
  • Not specified
South Carolina
  • Student in grades 11-12
  • Minimum GPA. Only for course sections in four-year institutions and two-year regional campuses of the University of South Carolina.
  • Written approval/recommendation. High school principal or designee
  • Meet entrance requirements set by postsecondary institution. Only for technical colleges.
  • Not specified. An individual college or university may establish additional criteria for admission.
South Dakota
  • Meet ACT college-ready benchmarks in all subtests; or
  • Meet undergraduate admissions requirements (ACT or coursework); or
  • If a high school senior, rank in the upper one-half of their class or score at or above the 50th percentile on a nationally standardized, norm-referenced test, such as the ACT or SAT; or
  • If a high school junior, rank in the upper one-third of their class or score at or above the 70th percentile on a nationally standardized, norm-referenced test, such as the ACT or SAT.
And
  • Student in grades 11-12, although students in lower grades can participate if they demonstrate they are prepared to do college-level work.
The first two options are preferred, but alternatives commonly used by colleges and universities are also included. In addition, students enrolling in math or composition must meet placement requirements established in policy.
Tennessee Dual Enrollment: Not set in state policy. However, to be eligible for a Dual Enrollment Grant, a student must be in grades 11-12 and meet other eligibility criteria.

Early admission: Early admission into college may be considered for a 12th grader with a minimum 3.5 GPA and ACT composite score of at least 25.
Texas
  • Written approval/recommendation. From the high school principal or other school official designated by the school district.
  • Meet entrance requirements set by postsecondary institution. Students must meet all the college's regular prerequisite requirements designated for that course (e.g., minimum score on a specified placement test, minimum grade in a specified previous course, etc.).
  • Not specified. For courses provided through an agreement between a public junior college and a school district or private high school, the public junior college must apply the same criteria and conditions to each student wishing to enroll in the course without regard to whether the student attends a public school or a private or parochial school, including a home school. Postsecondary institutions and school districts may impose additional eligibility requirements.
  • Student in grades 11-12
  • Other. Student must demonstrate college readiness by achieving the minimum passing standards under the provisions of the Texas Success Initiative on relevant section(s) of an assessment instrument as approved by the board, or demonstrate that he/she is exempt under the provisions of the Texas Success Initiative. Alternatively, a student may also demonstrate eligibility by (1) achieving a minimum designated Level 2 final phase-in score on the Algebra II end-of-course assessment and/or the English II reading or English II writing end-of-course assessments, relevant to the courses to be attempted, or (2) achieving a combined score of 107 on the PSAT/NMSQT with a minimum of 50 on the critical reading and/or mathematics test relevant to the courses to be attempted, or (3) achieving a composite score of 23 on the PLAN with a 19 or higher in mathematics and English. A student is eligible to enroll in workforce education dual credit courses he/she achieves the designated minimum final phase-in score on the Algebra I end-of-course assessment and/or the English II reading or English II writing end-of-course assessments relevant to the courses to be attempted.
For courses offered through a partnership between a secondary school and public two-year college: Student eligibility requirements established in partnership agreement.
Utah
  • Meet entrance requirements set by postsecondary institution. An appropriate assessment is administered prior to participation in English and math courses. Students must meet same prerequisites as for the same campus-based course by the sponsoring institution.
  • Not specified. In negotiating annual contracts, LEAs and institutions establish student eligibility requirements, which must be sufficiently selective to predict a successful experience for students. Regents policy under review as of February 2014 provides these locally-established requirements may include student GPA, ACT score, or a placement score that predicts success, letters of recommendation, approval of high school and college officials, appropriate placement assessments in math and English, and completion of course prerequisites.
  • Students in grades 11-12
  • Other. Parental permission. Students must also have a current student education/occupation plan (SEOP) on file at the participating school.
Vermont
  • Not specified (Technical)
  • Student in grades 11-12 (Dual Enrollment)
  • Other (Dual Enrollment). Dual enrollment must be element in the student's personalized learning plan. The secondary school and the postsecondary institution must also determine the student is sufficiently prepared to succeed in a dual enrollment course, which can be determined in part by the assessment tool or tools identified by the participating postsecondary institution.
Virginia
  • Written approval/recommendation. From high school principal
  • Meet entrance requirements set by postsecondary institution
  • Student in grades 11-12 (for community colleges)
  • Other (for community colleges: parental permission, and achieving minimum score on English/writing, reading, and math on the Virginia Placement Test (VPT), Compass, Asset, PSAT, SAT, ACT, or SOL)
Washington Dual Credit:
  • Not specified
Running Start:
  • Meet entrance requirements set by postsecondary institution
  • Student in grades 11-12
College in the High School:
  • Not specified. The high school and institution of higher education together define student eligibility criteria.
  • Student in grades 11-12
West Virginia
  • Written approval/recommendation (Early Enrollment)
  • Meet entrance requirements set by postsecondary institution (Early Enrollment)
  • Student in grades 11-12 ((West Virginia EDGE and Early Enrollment)
  • Not specified (Dual Credit/Dual Enrollment)
Wisconsin Youth Options:
  • Student in grades 11-12.
  • Other. May not be attending a technical college through 118.55(7r) or 118.15(1)(b)
Course Options:
  • Not specified. A student’s parent submits an application to the educational institution on a form provided by the department.
Section 118.15(1)(b):
  • Other. Student must be a Wisconsin resident (or a nonresident, and district board of attendance approves the enrollment), be at least 16 or an at-risk student, and student and parent must agree in writing that the student will participate in a program leading to his/her high school graduation. A technical college district board may admit a student under age 16 if the student is a Wisconsin resident or approved nonresident, has parent’s written permission, will not be attending the technical college district school during the normal school day.
Dual Enrollment: Not specified

118.55(7r):
  • Written approval/recommendation. Written approval of parent.
  • Meet entrance requirements set by postsecondary institution. Student must meet course prerequisites.
  • Student in grades 11-12
  • Other. Pupil who is not a child at risk, who is in good academic standing and who notifies board of intent to attend a technical college by specified date
Wyoming
  • Written approval/recommendation. From designated school official
  • Meet entrance requirements set by postsecondary institution. Student must meet course entrance requirements/course prerequisites.
  • Student in grades 11-12
  • Other. Parental permission

© 2014 by the Education Commission of the States (ECS). All rights reserved. ECS is the only nationwide, nonpartisan interstate compact devoted to education.
To request permission to excerpt part of this publication, either in print or electronically, please fax a request to the attention of the ECS Communications Department, 303.296.8332 or e-mail ecs@ecs.org.
Helping State Leaders Shape Education Policy