Dual Enrollment: How State Funds Participating High Schools
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Dual Enrollment: How State Funds Participating High Schools

This database indicates the level of funding states provide high schools/districts for students participating in dual enrollment programs: funding equal to that provided for traditional high school students, equal funding provided certain qualifications are met, or reduced funding compared to that provided for traditional high school students.

Why does it matter?
  • How funding flows can either incentivize schools to participate or deter participation.
  • Districts that can be reassured that they will not lose significant funding for students who participate in dual enrollment programs might be more open to publicizing such programs.
  • For any dual enrollment program to be effective, it needs to have a steady and predictable source of funding.
Highlights
  • Thirty-one states and the District of Columbia provide schools/districts with the same level of funding for dual enrollment students and traditional high school students.
  • Eight states provide equal funding for dual enrollment and traditional high school students, but with qualifications.
  • One state funds districts at a higher level for dually enrolled students.
  • One state provides reduced funding for dual enrollment students as compared to traditional high school students.
  • In 4 states, the level of funding a district receives for a dually enrolled student varies by the program the student is enrolled in.
  • Four states do not specify the funding levels for dual enrollment students in statute or regulations.
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.

How state funds participating high schools
Alabama Equal
Alaska Equal
Arizona Equal. For community college districts offering courses in high schools, the agreement or contract between the community college district and the school district or chartering organization must identify the amount received in full-time student equivalent funding, the portion of funding distributed to the district board or charter school, and any amount subsequently returned to the community college district by the school district or charter school.
Arkansas Equal, for courses offered through enrollment of students who have completed the 8th grade and endorsed concurrent enrollment.
California Equal, with qualifications. A school district may count a student as full-time for funding purposes if the student attends school at least three hours a day and is either enrolled at a community college as a special part-time student, or is an 11th or 12th grader enrolled part-time in classes of the California State University or University of California for academic credit. However, a district board may allow a student to attend school for less than the minimum school day if the board finds this to be in the student’s best interests.

A student enrolled as a special full-time student at a community college is exempt from compulsory school attendance requirements and as such, would not generate revenue for the school district.
Colorado Both programs: Equal
Connecticut Equal, with qualifications. A student must be enrolled in coursework at the high school for at least five hours a day.
Delaware Equal
District of Columbia Equal

Florida Equal
Georgia Dual Credit: Equal

Move on When Ready: Local school systems do not receive FTE funding for the student, but instead would receive a records fee of $100/per semester for the student.

Joint Enrollment: Unclear
Hawaii Equal
Idaho Equal
Illinois Equal
Indiana Postsecondary Enrollment Program: Equal
Iowa District-to-Community College or Concurrent Enrollment: Funded at a higher level. Students enrolled in eligible courses are given an additional weight of .70 for CTE courses and .46 for liberal arts and science courses. A career academy course may qualify as a concurrent enrollment course if it meets the criteria for district-to-community college sharing or concurrent enrollment programs. A district is also eligible for supplemental funding for concurrent enrollment classes provided via the ICN, or for Project Lead the Way (PLTW) enrollment through sharing with a community college.

Postsecondary Enrollment Options: Equal
Kansas Equal, with qualifications. A student is counted for full-time attendance if the time collectively spent in high school and postsecondary coursework is at least 5/6 time. Otherwise the pupil is counted as that proportion of one pupil (to the nearest 1/10 ) that the total time of the pupil's combined secondary and postsecondary attendance bears to full-time attendance.
Kentucky Equal
Louisiana Equal
Maine Equal
Maryland Equal
Massachusetts Equal
Michigan Both programs: Equal, provided the number of classes a student is enrolled in at a high school and postsecondary institution equal the number of classes per day required to be classified as a full-time pupil or of a reduced schedule, or the sum of high school and postsecondary course time and the number of hours of travel time meet the minimum number of hours required to meet a reduced schedule.

A student may not be enrolled beyond full-time in high school/postsecondary or career and technical preparation courses combined, is not retaking a course after failing to achieve a satisfactory grade, or is enrolled in a course contrary to eligibility provisions.
Minnesota Postsecondary Enrollment Options students are funded at a higher level. PSEO students are counted as 1.3 pupil units (1.2 pupil units effective fiscal year 2015 and later). Districts offering a concurrent enrollment course (taught at the high school by either a secondary teacher or postsecondary faculty member) are also eligible for an additional $150 per student, but only if the course is accredited by the National Alliance of Concurrent Enrollment Partnership, in the process of being accredited, or is shown by clear evidence to be of comparable standard to accredited courses, or is a technical course within a recognized career and technical education program of study approved by the commissioner of education and the chancellor of the Minnesota State Colleges and Universities. The additional aid must be used to defray the cost of delivering the course at the high school.
Mississippi Equal
Missouri Equal
Montana Equal
Nebraska Equal
Nevada Not defined
New Hampshire Reduced funding for dual enrollment students
New Jersey Not specified
New Mexico Equal
New York Equal, with qualifications. If dual enrollment students attend their high school full-time, they are funded at the same level as traditional students. However, if they are absent during the school day to attend dual enrollment classes, they may be counted as part-time students.
North Carolina Equal
North Dakota Equal
Ohio Equal, with qualifications. If a public school Post-Secondary Enrollment Options student elects to pay his/her tuition and other course costs, the school district’s formula ADM reflects that the participant is not enrolled in school anywhere (school receives less than full ADM). If the student elects for the department of education to reimburse the college (only for credit-bearing courses) or to enter into an agreement using an alternate funding formula to calculate or transmit the amount the institution would be paid for a participating student, the district is funded at the same level as it would be for a traditional high school student. The student must bear tuition and other course costs if the student is enrolled as a full-time student in the student's district, community school, STEM school, or nonpublic school.
Oklahoma Equal
Oregon Equal
Pennsylvania Equal, with qualifications. A district receives full state funding for a student if the district pays the student’s tuition, fees, and textbooks. If the district does not pay the student’s tuition and fees, the district receives a prorated amount of state funding based on the amount of time that the student spent in the classroom.

*Program currently inactive due to inadequate state funds*
Rhode Island Not defined
South Carolina Equal
South Dakota Equal
Tennessee Not defined
Texas Equal
Utah Equal, provided the student is enrolled in a concurrent enrollment program, and is earning high school and postsecondary credit. LEAs are reimbursed only for courses on the master list.
Vermont Not defined
Virginia Equal
Washington Running Start: Reduced funding

College in the High School: Equal
West Virginia Dual Credit/Dual Enrollment: Students are funded at a higher level. County boards get an additional 1% of the average PPOR (per pupil operating revenue) X # of students enrolled in dual credit or other advanced courses (AP/IB).

West Virginia EDGE: Equal

Early Enrollment: Equal, with qualifications. When a high school teacher teaches an early enrollment course during the regular school day the institution granting the credit may reimburse the high school/county board of education for the instructor's service.
Wisconsin All programs: Equal
Wyoming Equal

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