Dual Enrollment: Program Evaluation Component

Dual Enrollment: Program Evaluation Component

This database indicates whether state policy requires dual enrollment programs to undergo internal or external evaluation. This evaluation is above and beyond the evaluation of high school or faculty instructors teaching dual enrollment courses — for state policies on teacher/faculty evaluation, please see the "Instructor and course quality component" database.

Why does it matter?
  • Evaluation drives program improvement, and allows policymakers to see programs' "bang for their buck."
  • Twenty-six states require dual enrollment programs to be evaluated.
  • Twenty-four states and the District of Columbia do not have state-level policies requiring dual enrollment programs to undergo evaluation.
Note: This database does not include information about Tech Prep or early/middle college high school programs. 

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.

Program evaluation component
Alabama Yes, for partnerships between districts and community colleges. Each partnership must include a plan for annual program evaluation. At four-year institutions, addressed on a case-by-case basis.
Alaska Not set in state policy
Arizona No
Arkansas Yes. The annual report on concurrent course enrollment may include ADHE Executive Staff Recommendations for policy amendments on the administration, continuance, and funding of the concurrent enrollment program.
California Not set in state policy
Colorado Yes. Statute creates a concurrent enrollment advisory board tasked with making recommendations to the general assembly, the state board, and the commission concerning the improvement or updating of state policies relating to concurrent enrollment programs, including policy recommendations that would allow every local education provider in the state to have adequate resources to enter into at least one cooperative agreement. The board must annually submit a report to the state board and the commission on higher education that includes guidelines for the administration of the ASCENT program and board recommendations for state policy changes.
Connecticut Not set in state policy
Delaware Not set in state policy
District of Columbia Not set in state policy
Florida Yes. Postsecondary institutions must analyze student performance in dual enrollment to ensure that the level of preparation and future success is comparable with non-dual enrollment postsecondary students. Analyses and recommendations must be shared and reviewed with the principal and local school district. High schools must analyze course and instructor evaluations for dual enrollment courses on the high school campus. Analyses and recommendations must be shared and reviewed by both the college and the high school. Colleges must compare student performance, to include final grade and exam, of dual enrollment course offerings on high school campuses and college campuses to ensure that results are comparable to non-dual enrollment sections. Results are made available to the principal, local school district, the college president, and the department of education.
Georgia Yes. Statute establishes legislative intent to collect and analyze data to evaluate the effectiveness of dual credit and dual enrollment programs. The department, the Board of Regents of the University System of Georgia, and the State Board of the Technical College System of Georgia must jointly establish policies, which must include determining how dual enrollment will be monitored to assure programs meet state standards for college-level work.
Hawaii Not set in state policy
Idaho Yes. Dual credit program practices are assessed and evaluated based on criteria established by the school, institution and State Board to include at least the following: course evaluations by dual credit students, follow-up of the dual credit graduates who are college or university freshmen, and a review of instructional practices at the high school to ensure program quality. A data collection system has been established based on criteria established by the high school, institution and State Board to track dual credit students to provide data regarding the impact of dual credit programs in relation to college entrance, retention, matriculation from high school and college, impact on college entrance tests, etc. A study is conducted every 5 years on dual credit graduates who are freshmen and sophomores in a college or university.
Illinois Yes. The state board, the Illinois Community College Board, and the board of higher education must include information on student participation and performance in dual credit programs and their success in postsecondary education in a statewide longitudinal data system. The data system must track dual credit students and courses on student records. Analysis of data on student success in dual credit courses and postsecondary education performance must be incorporated into the evaluation of dual credit programs in both high school and college.
Indiana Yes, for Postsecondary Enrollment Program. The department of education, in consultation with the commission for higher education, must annually evaluate postsecondary enrollment opportunities and report to the state board of education concerning the postsecondary enrollment opportunities.
Iowa Yes. A Postsecondary Course Audit Committee annually audits postsecondary courses offered to high school students through district-to-community college sharing or concurrent enrollment to ensure the quality of course offerings.
Kansas Yes, for courses offered through a Concurrent Enrollment Partnership (CEP) agreement. Each CEP must be reviewed at least every five years by the eligible postsecondary institution to assure compliance and quality considerations as outlined in the board of regents’ CEP policy. The board of regents office will track students who have participated in concurrent enrollment partnerships and other forms of concurrent enrollment.
Kentucky Yes, for CPE Dual Credit. The Kentucky Council on Postsecondary Education (CPE) is responsible for creating an accountability index for students and institutions participating in dual credit experiences. The index will include both the matriculation of students to postsecondary institutions after dual credit experiences and the success of these students measured by retention and completion of postsecondary credentials.
Louisiana Dual Enrollment: No

TOPS – Tech Early Start Award: Yes. While not exclusive to the Early Start Award, statute directs the board of regents to develop and implement a uniform Taylor Opportunity Program for Students information reporting system for the purposes of policy analysis and program evaluation and to provide data to the legislature, the governor and appropriate executive branch agencies, and the public on the program’s impact.
Maine Not set in state policy
Maryland Yes. The Governor’s P-20 Leadership Council of Maryland is charged with ensuring college and career readiness and college completion strategies are implemented. The council must report to the governor and general assembly by December 2014, and every two years thereafter, on the progress of implementing specific college and career readiness and college completion strategies, including the Early College Access Grant/dual enrollment efforts.
Massachusetts Not set in state policy
Michigan Not set in state policy
Minnesota Yes. The commissioner of education’s annual report to the education committees of the legislature must include any recommendations for Postsecondary Enrollment Options.
Mississippi Yes. The universities, community and junior colleges and the state department of education must periodically review their respective policies and assess the place of dual credit courses within the context of their traditional offerings.
Missouri Yes. The department of higher education’s committee on transfer and articulation (COTA) must review policy guidelines after three years based on institution reports and reports on the academic progress of students who transfer dual credit.
Montana Not set in state policy
Nebraska Not set in state policy. However, the Nebraska Dual Enrollment Standards, which serve as guidelines but do not have force of law, specify that: (1) The district(s) and postsecondary institution should annually review the program. (2) Program participants should be "tracked following graduation through postsecondary experiences when possible. Tracking elements may include district(s) data (e.g., class rank, GPA, ACT where available, AP exam where available and appropriate, and course outcomes and grade) and postsecondary data (e.g., GPA, major, number of hours completed, and enhancements, if appropriate to program)."
Nevada Not set in state policy
New Hampshire Not set in state policy
New Jersey Not set in state policy
New Mexico Yes. The higher education department and the public education department must evaluate the dual credit program in terms of its accessibility to students statewide and its effect on:
  • Student achievement in secondary education
  • Student enrollment and completion of higher education
  • School districts, charter schools, state-supported schools, bureau of Indian education high schools, and public postsecondary educational institutions, and tribal colleges.
New York Not set in state policy
North Carolina Yes. The North Carolina Community College System and the department of public instruction must jointly develop and implement a program accountability plan to evaluate short-term and long-term outcomes for Career and College Promise. Outcomes to be measured must include:
  • The impact of dual enrollment on high school completion
  • The academic achievement and performance of dually enrolled high school students
  • The number of students who successfully complete college certificates while dually enrolled
  • The impact of dual enrollment and certificate completion on enrollment in college
  • The persistence and completion rates of students who continue into college programs after high school graduation
  • The academic achievement and performance of students who continue into college programs after high school graduation.
North Dakota Not set in state policy
Ohio Not set in state policy
Oklahoma Not set in state policy
Oregon Yes. Dual Credit students and their non-Dual Credit peers are compared with respect to subsequent academic performance and persistence to goal. In 2008 the Oregon University System Office of Institutional Research, in collaboration with the Department of Community Colleges and Workforce Development, undertook a Dual Credit in Oregon pilot study to evaluate dual credit instruction. After it appeared, the Joint Boards of Education, acting through the Unified Education Enterprise, directed that it be repeated every two years with the aim of establishing a protocol by which to assess the effectiveness of dual credit programs. 

In addition, at the discretion of the Joint Boards of Education in 2009 the Dual Credit Oversight Committee was formed. This committee, consisting of administrators, faculty, and program coordinators from Oregon’s high schools, community colleges, and public universities, was charged with implementing the program application and certification process for Oregon’s dual credit programs to align with the Oregon Dual Credit Standards.  In July 2012 the Higher Education Coordinating Commission (HECC) assumed the role of the Joint Boards of Education in statute). 
The Oregon Dual Credit Standards are based upon the National Alliance of Concurrent Enrollment Partnerships accreditation standards.
Pennsylvania Not set in state policy

*Program currently inactive due to inadequate state funds*
Rhode Island Not set in state policy
South Carolina Yes. The chief academic officer of the institution of higher education offering the course is responsible for the review of student performance prior to the continuation of the course and the instructor in subsequent semesters.
South Dakota Not set in state policy
Tennessee Yes. Success of a program must be measured by high school retention rates, high school completion rates, high school dropout rates, certification and associate and baccalaureate degree completion, admission to four-year institutions, post-graduation employment in career or study-related fields, employer satisfaction of employees who participated in and graduated from the programs and other measures as the consortium finds appropriate. The Consortium for Cooperative Innovative Education must evaluate programs for success, establish best practices and lessons learned from successful programs and provide assistance to LEAs and postsecondary institutions seeking to implement a program by replicating or adapting a successful program designed elsewhere or through creation of a new program. The consortium’s annual report to the house and senate education committees must include participants’ graduation rates, and the number of students continuing into postsecondary education within 1 year of graduation.
Texas Yes. Every local board must establish annual performance goals related to enrollment in advanced courses, including dual or college credit courses, Advanced Placement, and/or International Baccalaureate. Local boards must annually review data on the district's progress on enrollment in advanced courses, disaggregated by race, gender and socioeconomic status.
Utah Yes. The state board and the board of regents must work in close cooperation in evaluating the concurrent enrollment program.
Vermont Dual Enrollment: Yes. Each secondary school must collect enrollment data as prescribed by the secretary of education for longitudinal review and evaluation. In addition, one of the program duties of the Vermont Agency of Education is to evaluate all aspects of the program and ensure overall quality and accountability.

Technical: No
Virginia Not set in state policy
Washington All programs: Not set in state policy
West Virginia Yes, for West Virginia EDGE. The purpose of the annual data report described under “Institutional Reporting Requirement” is to analyze program outcomes to demonstrate to what degree the initiative has met goals and objectives articulated in statute.
Wisconsin Not set in state policy
Wyoming Yes. 2010 legislation provides that a major component of state policy development from consensus discussions led by the community college commission must include the establishment and maintenance of a data system compiling student enrollment, completion and outcome information for dual and concurrent enrollment programs. Efforts must be coordinated with the transcript center within the department of education, and the longitudinal data collection effort under the Hathaway student scholarship program. The Manual of Procedures for Dual and Concurrent Enrollment Programs clarifies that these data on "success in subsequent academic coursework, persistence of post‐secondary programs toward certificate and/or degree completion" are "to assist schools and colleges in assessment of student course outcomes".

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