|Program reporting requirement|
|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 on students who have not earned a high school diploma enrolled in a university course for university credit. The report must include (1) The number of students enrolled; (2) A general narrative on the types of courses or programs in which students were enrolled; (3) 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: (1) Documentation of compliance with 15-1821.01 (3), (4), (5), including a list of faculty advisory committee members at each community college; (2) Total enrollments by location, high school grade level, and course; (3) A copy of each addendum to intergovernmental agreements or contracts executed pursuant to statute; (4) Summary data by community college district and by college on the number of scholarships or grants awarded to students; (5) Such other information as the governor and joint legislative budget committee deem proper.
|Arkansas||Yes. 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.|
|California||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:
|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 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.
|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.|
|Florida||Yes. Data used in determining a high school’s school grade for public accountability purposes must include the participation rate of students in various acceleration options, including dual enrollment, and the earning of college credit by all eligible students enrolled in the school in dual enrollment programs.|
|Georgia||Yes. Statute establishes legislative intent to collect and analyze data to evaluate the effectiveness of dual credit and dual enrollment programs.|
|Hawaii||Not set in state policy|
|Idaho||Yes. Each LEA is required to annually report to the state department of education specified data, including the number of students in each school and for the LEA participating in advanced placement, concurrent enrollment, or college courses while still students in the LEA.|
|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:
In addition, school report cards for public reporting purposes must include curriculum information, including dual enrollment courses.
|Indiana||Yes, for Postsecondary Enrollment Program. For each participating student, each school corporation must maintain a record of the courses and credit hours in which the student enrolls, the courses the student successfully completes and fails to complete, the secondary credit granted the student, and any other information requested by the department of education. The department is entitled to access these records.|
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.
At the end of each school year, each school corporation must submit to the department of education a list of the students enrolled in postsecondary enrollment opportunities, and the postsecondary enrollment opportunities courses completed by each such student.
|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. (I.C.A. § 261E.3 (3)(j))|
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. (I.C.A. § 261E.13(1)(b)
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:
|Kansas||Yes, for courses offered at a high school through a Concurrent Enrollment Partnership (CEP) agreement. Institutions must report the following as a part of the Kansas Postsecondary Database:|
|Kentucky||Not set in state policy|
|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 board of regents, in consultation with 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, i.e., award use by students and the benefits of awards, as well as the impact on subsequent use by students of TOPS-Tech awards.
|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||Not set in state policy|
|Michigan||Both programs: 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.
|Minnesota||Yes. The commissioner of education must annually report to the education committees of the legislature the number of students enrolled in Postsecondary Enrollment Options in each school district, the number of teachers in each district attending training programs offered by Minnesota concurrent enrollment programs, recent trends in the field of postsecondary enrollment options, and expenditures for Postsecondary Enrollment Options.|
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 postsecondary enrollment options, including concurrent enrollment.
|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.|
|Missouri||Yes, for courses taught at high schools by high school teachers. All institutions offering dual credit must annually report to the coordinating board for higher education (CBHE) the number of sections of dual credit courses offered; the number of students enrolled (duplicated headcount) per high school; the total by class (year in high school); the number of high schools served by dual credit and the number of sections in each; the student credit-hour production (total for all dual credit and total per high school); the number of sections offered in math, science, social sciences, and humanities; and summary data on the performance of dual credit students.|
In addition, each institution must provide evidence that the guidelines for delivery of dual credit courses have been met (i.e., Student Eligibility, Program Structure and Administration, Faculty Qualifications and Support, Assessment of Student Performance, and Transferability of Credit.) The CBHE must annually provide the department of elementary and secondary education with an updated list of dual credit programs in compliance with these policies.
|Montana||Not set in state policy|
|Nebraska||Not set in state policy|
|Nevada||Not set in state policy|
|New Hampshire||Not set in state policy|
|New Jersey||Not set in state policy|
|New Mexico||Yes. Districts must annually report to the public education department and postsecondary institutions must report to the higher education department:
|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 February 1 regarding the number and cost of high school FTE served as a result of the Career and College Promise program.|
|North Dakota||No. However, each institution must maintain data on students attempting and earning articulation credits, by course and by student.|
|Ohio||Yes. The chancellor of the board of regents must annually submit a report to the governor and general assembly a report that includes a description of dual enrollment programs offered by school districts, community schools (charter schools), STEM schools, college-preparatory boarding schools, and nonpublic high schools, and post the information on the chancellor’s website. (R.C. § 3333.041(4)) The department of education must also annually compile a list of all institutions participating in Post-Secondary Enrollment Options or another dual enrollment program, and distribute to all school districts, community schools, STEM schools, and nonpublic schools.|
In addition, while not a “graded” measure for purposes of district or school accountability, a district or 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 programs, such as Post-Secondary Enrollment Options and state-approved career-technical courses offered through dual enrollment or statewide articulation.
|Oklahoma||Not set in state policy|
Yes. School districts and Education Service Districts must annually report Achievement Compact data to the Oregon Education Investment Board. The Achievement Compact includes a measure for reporting students earning nine or more college credits. Due to the Mandate Relief projects affirmed in Senate Bills 560 and 800 in 2011, school districts are not currently required to report data on Expanded Options programs.
Postsecondary Achievement Compacts include a measure for reporting on the postsecondary students who are dual enrolled in Oregon high schools. Each community college annually reports on the Reimbursable Section Count, FTE, unduplicated headcount, and credits earned in dual credit and Two-plus-Two programs. Data on community college Accelerated College Credit programs is collected through the Oregon Community College Unified Reporting System, a collaboratively designed and maintained base of data relating to the seventeen Oregon community colleges. In addition, postsecondary institutions annually update the Department of Community Colleges and Workforce Development with information relating to program names, registration fees, tuition and fees costs per credit, and instructor requirements.
|Pennsylvania||Yes, for districts and area vocational-technical schools receiving state funding for concurrent enrollment programs. Each such entity must report
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.
The department of education must also make an annual report to the governor and legislative leadership on the operations of community colleges. The report must include, among other data, dual enrollment participation.
*Program currently inactive due to inadequate state funds*
|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. Beginning in 2016, 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.|
|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.|
|South Dakota||Not set in state policy|
|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 one (1) year of graduation.
|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. |
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).
Yes. The school performance report (public accountability report card) for each school and charter school (to be aggregated at the district and state level) must include the number of students taking Advanced Placement and concurrent enrollment courses, and the number and percent of concurrent enrollment students who receive college credit for the course.
Each LEA must provide an annual report to the state office of education (1) regarding supervisory services and professional development provided by a USHE institution, and (2) indicating that all concurrent enrollment instructors are in compliance with certain faculty quality criteria.
The board of regents must annually report to the legislature’s higher education appropriations subcommittee on concurrent enrollment participation and growth, including data on what higher education tuition would have been charged for the hours of concurrent enrollment credit granted, and on any partial tuition paid by concurrent enrollment students not eligible for free-/reduced-price lunch.
The state board and board of regents must also annually report to the public education appropriations subcommittee 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.
The board of regents must provide a requesting higher education institution that participates in concurrent enrollment a report listing each public high school student who was enrolled in a concurrent enrollment course and admitted to the requesting higher education institution, including the student’s name and unique identifier, the student’s school and district or charter school, the course name of each concurrent enrollment course taken by the student, the higher education institution from which the student took each course, all the credits the student earned in each concurrent enrollment course, and the courses in which a student earned a “C” or higher.
|Vermont||Dual Enrollment: 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. |
|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.|
|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:
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) Running Start students do not generate an incentive grant award but are included in annual reports.
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.
|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 community and technical college/career and technical education consortia districts and create a standardized reporting procedure for collecting consistent EDGE data at the state level. 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.
|Wisconsin||Youth Options, 118.15(1)(b), and 118.55(7r): Yes. A common or union high school district must file a verified annual school district report with the department, which must include the students attending a technical college under s. 118.15(1)(b) and an institution of higher education or a technical college under Youth Options, or a technical college under 118.55(7r).|
Course Options and Dual Enrollment: Not set in state policy
Section 118.15(1)(b) and 118.55(7r): The technical college system board must, in consultation with the state superintendent, develop a uniform format for district boards to use in reporting the number of pupils attending district schools under section 118.15(1)(b) and 118.55(7r). The technical college system board must annually report to the department of administration, department of children and families, department of public instruction, and department of workforce development, and to the legislature, by school district:
The Milwaukee board must file a verified annual report with the department, which must include the number of students attending a technical college under Section 118.15(1)(b), disaggregated by school, grade, gender and ethnicity.
|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.|