|Alabama||Yes. Students at two-year colleges may enroll in academic, career and technical or health courses.|
Local boards may elect to participate in the Early College Enrollment Program (ECEP), a dual enrollment program for career and technical education students in grades 11 and 12.
Students who do not have a minimum "B" average but who have demonstrated ability to benefit as documented by successful completion and placement identification on assessments approved by the department of postsecondary education are limited to pursuing career/technical and health-related courses.
|Alaska||Not set in state policy|
|Arizona||Yes. High school students who enroll in vocational courses on a community college campus may be admitted on an individual basis with the approval of college officials if the student meets course requirements and college officials determine admission is in the student's best interest.|
|Arkansas||Yes. Concurrent credit classes may be offered for high school career and technical credit in a secondary area technical center, once they have undergone approval and alignment by the Arkansas Department of Career Education.|
|California||Yes. A student may participate in a college-level, occupational course for credit assigned a priority code of “A,” “B,” or “C,” pursuant to the Student Accountability Model, as defined by the Chancellor of the California Community Colleges and reported in the management information system, and the course is part of a sequence of vocational or career technical education courses leading to a degree or certificate in the subject area covered by the sequence.|
Statute directs the chancellor of the California Community Colleges and the superintendent of public instruction to assist economic and workforce regional development centers and consortia, community colleges, middle schools, high schools, and regional occupational centers and programs to improve linkages and career technical education pathways between high schools and community colleges. As part of these efforts, a community college district may enroll a high school student who is not a resident of that community college district in a program implemented towards these ends. The district is not subject to any other geographic limitations if the program is designed to serve high school pupils and/or involves multiple school districts or community college districts, and the program is not offered at the pupil's high school.
Each district participating in the Linked Learning Pilot Program must adopt policies and agreements that promote concurrent enrollment and dual credit with community colleges and universities.
|Colorado||Yes. Concurrent enrollment students may enroll in postsecondary CTE courses. However, a student may not concurrently enroll in a course offered by a postsecondary career and technical education program unless the course is included in a postsecondary degree or certificate program approved by the state board for community colleges and occupational education. The instructor of such a course must possess a career and technical education teaching credential that has been authorized by the state board for community colleges and occupational education.|
|Connecticut||Yes. The board of trustees for the community/technical colleges must establish procedures for the development of articulation agreements between technical high schools and regional community-technical colleges, and for the awarding of college credit for persons enrolled in and registered under the terms of a certified apprenticeship training program registered with the Connecticut State Apprenticeship Council.|
|Delaware||Yes. Tech Prep courses are included in the definition of dual credit courses. For Tech Prep courses, the postsecondary institution must ensure the student's attainment of competencies as outlined in the articulation agreement between the high school and institution.|
|District of Columbia||Not set in state policy|
|Florida||Yes. Dual enrollment is defined as the enrollment of an eligible secondary student or home education student in a postsecondary course creditable toward high school completion and either a career certificate or other postsecondary options. Career dual enrollment must be provided as an option for secondary students to earn industry certifications, and must be available for secondary students seeking a degree and industry certification through a career education program or course. Home study students must have the opportunity to participate in career dual enrollment, among other dual enrollment options.|
Each district board must develop, in collaboration with regional workforce boards, economic development agencies, and postsecondary institutions approved to operate in the state, a strategic 3-year plan to address and meet local and regional workforce demands. Each strategic 3-year plan must be constructed and based on, among other components, opportunities for high school students to earn weighted or dual enrollment credit for higher-level career and technical courses.
A student dually enrolled in a workforce education program operated by a Florida College System institution or school district career center generates the amount calculated for workforce education funding, including any payment of performance funding, and the proportional share of full-time equivalent enrollment generated through the Florida Education Finance Program for the student's enrollment in a high school. If a student is dually enrolled in a Florida College System institution program, including a program at a high school, the Florida College System institution earns the funds generated for workforce education funding, and the school district earns the proportional share of full-time equivalent funding from the Florida Education Finance Program. If a student is dually enrolled in a career center operated by the same district as the district in which the student attends high school, that district earns the funds generated for workforce education funding and also earns the proportional share of full-time equivalent funding from the Florida Education Finance Program. If a student is dually enrolled in a workforce education program provided by a career center operated by a different school district, the funds must be divided between the two school districts proportionally from the two funding sources. A student may not be reported for funding in a dual enrollment workforce education program unless the student has completed the basic skills assessment.
One of the goals of a career and professional academy and career-themed courses, as set forth in statute, is to promote acceleration mechanisms, such as dual enrollment or articulated credit, so that students may earn postsecondary credit while in high school.
|Georgia||Yes. Students may enroll for dual credit at the Technical College System of Georgia’s institutions. In addition, students enrolled in the Georgia Youth Apprenticeship Program are eligible to earn dual credit upon completing a planned training experience, provided students meet postsecondary readiness established in reading, writing and math for the particular advanced training program or associate's degree.|
|Hawaii||Yes. A career and technical education course is included in the statutory definition of “qualified course” for Running Start.|
|Idaho||Yes. To be approved, a professional-technical school must meet 4 out of 5 criteria, with offering of dual credit one of the 5 criteria. Each program of a professional-technical school must have at least 1 dual credit technical course or be approved for postsecondary credit as part of a Tech Prep agreement. Dual credit may be awarded for Tech Prep courses.|
|Illinois||Yes. Students may take CTE courses for dual credit. The Dual Credit Quality Act requires that CTE instructors possess the credentials and demonstrated teaching competencies appropriate to the field of instruction.|
|Indiana||Yes, for programs generally. For purposes of dual enrollment and college credit earned by high school students, statute includes in definition of “postsecondary credit” credit toward a career and technical education certification upon completion of a course offered in a high school setting.|
A state educational institution or campus thereof that offers concurrent college courses, including in CTE disciplines, must be either accredited by the National Alliance of Concurrent Enrollment Partnerships, or approved by the commission for higher education.
Effective with students entering high school in the 2012-13 school year, to be eligible for a Core 40 diploma with technical honors, a student must, among other criteria, Earn a minimum of 6 credits in the college and career preparation courses in a state-approved college & career pathway and either complete pathway designated dual credit courses from the lists of priority courses resulting in 6 verifiable transcripted college credits, or earn a pathway designated industry-based certification or credential.
Postsecondary Enrollment Program: The guidelines developed by the department of education must encourage participation by students at all achievement levels and in a variety of academic and vocational subjects.
|Iowa||Yes. Career and technical education courses are eligible under PSEO and district-to-community college sharing or concurrent enrollment. A career academy course may qualify if it meets the requirements of a district-to-community college sharing or concurrent enrollment program.|
|Kansas||Yes. Secondary students may enroll in CTE programs conducted by a community college, technical college or institute of technology. They may be charged fees (including textbook charges), but not tuition. Each school year, to the extent secondary CTE funds are available, the state board of regents must distribute state funds to community colleges, technical colleges and the Washburn institute of technology for the cost associated with secondary students enrolled in postsecondary CTE programs as determined by the state board of regents.|
Each school year, to the extent sufficient funds are appropriated to the career technical education incentive program, the board of regents must make an award to a community college, technical college or institute of technology that has at least one private secondary school student who is currently or was previously admitted to a CTE course or program in accordance with the above provisions, to reimburse the institution for ½ of the costs of an industry-recognized credential assessment in an occupation identified by the secretary of labor as an occupation in highest need of additional skilled employees at the time the student was admitted into the course or program.
|Kentucky||Yes. A “career pathway program of study” is defined as a coherent, articulated sequence of rigorous academic and CTE courses, including dual credit opportunities, that prepares secondary students for postsecondary study leading to postsecondary degrees, industry certifications, or licensure. One of the purposes of the career and technical education accessibility fund is to develop career pathways and programs of study in high-demand occupational fields for middle and high school students.|
|Louisiana||Yes. The TOPS – Tech Early Start Award provides grants for 11th and 12th graders to pursue occupational/vocational training through a public postsecondary institution that offers an occupational or vocational education credential in a top demand occupation.|
In addition, students pursuing a career major must have the opportunity to dually enroll in a community or technical college, or participate in a business internship or work-study program when such opportunities are available and appropriate. Each district must offer one or more career major programs, though a state board waiver may be granted for good cause. Schools must review majors offered each year and expand offerings as appropriate, including courses offered through articulation and dual enrollment.
|Maine||Yes. “Dual enrollment career and technical education program” means a learning pathway for a specific CTE program that provides students in grades 11-12 with the opportunity to take postsecondary education courses and earn credits toward a high school diploma and an associate’s degree.|
|Maryland||Not set in state policy|
|Massachusetts||Not set in state policy|
|Michigan||Yes. The provisions of the Career and Technical Preparation Act mirror those of Postsecondary Enrollment Options, but are specific to postsecondary coursework taken by high school students for high school and/or postsecondary credit.|
|Minnesota||Yes. A student in grades 10-12 may enroll in a CTE course offered by a Minnesota state college or university. An applicant 10th grader must have received a passing score on the 8th grade Minnesota Comprehensive Assessment in reading. A student who is refused enrollment by a Minnesota state college or university may apply to a private, nonprofit two-year trade and technical school granting associate degrees, or an opportunities industrialization center accredited by the North Central Association of Colleges and Schools. If a student receives a “C” or better in the CTE course, the postsecondary institution must allow the student to take additional postsecondary courses for secondary credit.|
A district offering a CTE course as a concurrent enrollment course (taught at the high school by either a secondary teacher or postsecondary faculty member) may receive aid for the course only if it is a technical course within a recognized CTE program of study approved by the commissioner of education and the chancellor of the Minnesota State Colleges and Universities.
|Mississippi||Yes. Career and technical courses are eligible courses for dual credit. A dual credit career and technical education instructor must meet the requirements set forth by the State Board for Community and Junior Colleges in the qualifications manual for postsecondary career and technical personnel.|
In addition, each district must offer a career track diploma option, in which students complete 21 credits comprising an academic core of courses and at least 4 credits in dual enrollment-dual credit CTE courses.
|Missouri||Yes. Students may complete vocational or academic courses.|
|Montana||Yes. A career/technical education faculty member who meets specified licensure requirements may teach a dual credit course in business education, industrial arts, marketing, technology education, or trade and industry.|
|Nebraska||Not set in state policy|
|Nevada||Yes. Local boards and the governing board of each charter school must specify the postsecondary courses, including occupational courses, for which credits may be applied toward high school graduation. In addition, board of regents policies specify an 11th or 12th grader identified as Vocational Program Completers may be admitted and enroll in three or more credits per semester, based on written, articulated program agreements with designated school districts. For these students only, college credit may also be given for CTE courses completed in grades 9 and 10.|
|New Hampshire||Not set in state policy|
|New Jersey||Yes. “Program of study” for purposes of CTE regulations includes opportunities for participation in dual- or concurrent-enrollment programs, or acquisition of postsecondary credit in other ways.|
|New Mexico||Yes. Students may take career-technical courses.|
|New York||Not set in state policy|
|North Carolina||Yes. The Career and College Promise program allows community colleges to offer a Career Technical Education Pathway, leading to a certificate or diploma aligned with one or more high school Tech Prep Career Clusters.|
|North Dakota||Yes. Students may receive dual credit for completing a CTE course offered by a postsecondary institution in a program accredited by a national or regional accrediting organization recognized by the U.S. Department of Education.|
|Ohio||Yes. Each joint vocational school district must offer the Post-Secondary Enrollment Options program, and at least one dual enrollment program. In addition, each district and building’s public accountability report card must include the number of district or building students who have earned at least three college credits through state-approved career-technical courses offered through dual enrollment or statewide articulation.|
|Oklahoma||Yes. Technology center school districts may offer programs designed in cooperation with institutions of higher education that have an emphasis on a focused field of career study, upon approval of the state board and the local board. Students in the 10th grade may be allowed to attend these programs for up to 1/2 of a school day and graduation credit must be given if the courses are taught by a teacher certified in the secondary subject area.|
|Oregon||Oregon Administrative Rule sets policy for accelerated college credit programs including the “Two-plus-Two” professional technical programs articulated between high schools and community colleges. In addition, eligible courses as defined for the Expanded Options program include courses in career and technical education.|
|Pennsylvania||Yes. Students in area vocational-technical schools may participate in concurrent enrollment programs. Concurrent enrollment program currently inactive due to inadequate state funds.|
In addition, vocational programs must submit evidence of compliance with provisions in administrative code, including evidence that articulation exists between secondary and postsecondary institutions within a service area and that a system exists promoting seamless transition to ensure the maximum opportunity for student placement including opportunities for concurrent enrollment, dual enrollment, or other strategies that promote acquisition of postsecondary credit while still in high school. Evidence includes articulation agreements and concurrent or dual enrollment agreements.
|Rhode Island||Yes. High school career and technical education programs must use combinations of traditional and career-and-technical education courses, as well as project-based and work-based experiences and/or dual enrollment to provide experiences needed to move students through high school to completion and success in postsecondary education and careers. In addition, career and technical schools are subject to the requirements of the statewide dual enrollment policy.|
|South Carolina||Yes. Technical education courses may be taken under dual enrollment agreements.|
|South Dakota||Yes. Postsecondary vocational education institutions may accept students in grades 10-12 as special students.|
|Tennessee||Yes. The Consortium for Cooperative Innovative Education must oversee the development of a statewide high school to postsecondary agreement building on aligned, secondary college-and-career technical pathways to specific postsecondary programs of study and that includes early postsecondary credit.|
|Texas||Yes. To meet the requirement that districts offer the equivalent of at least 12 credit hours of college credit in high school, a district may provide the opportunity to earn credit for a course or activity, including an apprenticeship or training hours, that is approved by the higher education coordinating board, satisfies a requirement for earning an industry-recognized credential or certificate or an associate degree, and for which a student may earn credit toward both the student's high school diploma and postsecondary academic requirements. A district is not required to pay a student’s tuition or other associated costs for taking a course under these provisions. |
2013 legislation creates the Texas Workforce Innovation Needs Program, to provide selected school districts, and public and private postsecondary institutions with the opportunity to establish innovative programs to prepare students for careers for which there is demand in the state. An applicant school district or institution must submit a plan that must, to the greatest extent appropriate for the grade or higher education levels served under the program, either: (1) focus on engagement of students in competency-based learning as necessary to earn postsecondary credentials, or (2) incorporate CTE courses into dual enrollment courses.
The comptroller is authorized to award grants for the development of new CTE courses or programs at public junior colleges and public technical institutes. Such a grant may be used to support courses, including dual credit courses, to prepare students for employment in occupations identified by local businesses as being in high demand. In awarding a grant, the comptroller must primarily consider the potential economic returns to the state from the development of the career and technical education course or program. The comptroller may also consider whether the course or program offers new or expanded dual credit CTE opportunities in public high schools.
The state education agency must biennially update a state plan for career and technology education. The plan must include procedures designed to ensure that districts provide, to the greatest extent possible, opportunities for CTE students to enroll in dual credit courses designed to lead to a degree, license, or certification.
|Utah||Yes. Concurrent enrollment courses may be career and technical education. In addition, statute directs Utah State University Eastern and Snow College to each maintain a strong career and technical education curriculum at their campuses and within the regions they serve, to work with school districts and charter schools in developing an aggressive concurrent enrollment program, and to provide for open-entry, open-exit competency-based career and technical education programs at no cost to secondary students, that emphasize short-term job training or retraining for immediate placement in the job market and serve the geographic area encompassing specified school districts.|
|Vermont||Dual Enrollment: Yes. A student enrolled in a Vermont career technical center is eligible to participate in dual enrollment programs.|
Technical: Yes. A secondary technical student may be enrolled in postsecondary technical courses if the enrollment is accepted by the postsecondary institution and approved by the district of residence as being in the student’s best interests. The school board awarding graduation credits must consider the recommendation of the regional advisory board, regional technical center school district board, or any other authorized alternate governing board and must provide an opportunity for the secondary student also to receive postsecondary credit.
|Virginia||Yes. CTE regulations provide that a “program of study” or “plan of study” may include the opportunity for students to participate in dual or concurrent enrollment programs or other ways to acquire postsecondary education credits.|
|Washington||Dual Credit generally: Yes. Community and technical colleges are required to establish agreements with high schools and skill centers to offer dual high school and college credit for secondary CTE courses, and may create dual credit agreements with high schools and skill centers located outside the college district boundary or service area. If a community or technical college has created an agreement with a high school or skill center to offer college credit for a secondary CTE course, all community and technical colleges must accept the course for an equal amount of college credit. All approved preparatory secondary CTE programs must either allow students to earn dual credit for high school and college through Tech Prep, Advanced Placement, or other agreements or programs, or lead to a certificate or credential that is state or nationally recognized by trades, industries, or other professional associations as necessary for employment or advancement in that field.|
The office of the superintendent of public instruction, the workforce training and education coordinating board, the state board for community and technical colleges, and the council of presidents shall work with local school districts, workforce education programs in colleges, tech prep consortia, and four-year institutions of higher education to develop model career and technical education programs of study, by definition, include opportunities for students to earn dual high school and college credit.
The office of the superintendent of public instruction must develop and conduct an ongoing CTE campaign to increase awareness among teachers, counselors, students, parents, principals, school administrators, and the general public about the opportunities offered by rigorous CTE programs. Messages in the campaign must emphasize CTE as a high quality educational pathway for students, including for students who seek advanced education that includes a bachelor's degree or beyond. The office must include in the campaign information about CTE course equivalencies and dual credit for high school and college.
Subject to funds appropriated for this purpose, the superintendent of public instruction must periodically review and approve district CTE plans. To receive approval, a district plan must demonstrate that approved CTE programs maximize opportunities for students to earn dual credit for high school and college. The office of the superintendent of public instruction is also required to establish performance measures and targets and monitor the performance of CTE programs in specified areas, including students earning dual credit for high school and college. If a school district fails to meet the performance targets, the office of the superintendent of public instruction may require the district to submit an improvement plan. If a district fails to implement an improvement plan or continues to fail to meet the performance targets for three consecutive years, the office of the superintendent of public instruction may use this failure as the basis to deny the approval or reapproval of one or more of the district's CTE programs.
Running Start: Yes. Students may enroll in vocational or nonvocational coursework.
|West Virginia||Yes. Bridgemont Community and Technical College, Mountwest Community and Technical College, Pierpont Community and Technical College, and Kanawha Valley Community and Technical College are authorized to deliver technical courses that are part of a certificate or associate degree program as early entrance or dual credit courses.|
The West Virginia EDGE program is entirely for CTE courses. The presidents of the community and technical colleges facilitate the formation of community and technical college/career and technical education consortia. Each consortium includes representatives of community and technical colleges, public career and technical education centers and state baccalaureate institutions offering associate degrees. Each consortium is responsible for increasing the integration of secondary and post-secondary curriculum and programs that are targeted to meet regional labor market needs, including implementing seamless programs of study such as West Virginia EDGE. In addition, each consortium must develop a compact outlining strategies and procedures for achieving stated goals. Each compact must include implementation of the West Virginia EDGE Program.
|Wisconsin||Yes. “Dual enrollment programs” are programs or courses of study designed to provide high school students the opportunity to gain credits in both technical college and high school, including transcripted credit programs or other educational services provided by contract between a school district and a technical college. (38.28(1m)(am)) Course Options, 118.15(1)(b), and 118.55(7r) also allow students to enroll in a technical college.|
|Wyoming||Yes. A district may apply to the department of education for state funds to plan, develop, and implement a career-technical education demonstration project as a new or an expansion to any existing high school career-vocational education program in the district. Funds for two-year implementation of demonstration projects must, among other purposes, provide opportunities for work-based learning and dual enrollment in related post secondary courses.|
© 2015 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
Helping State Leaders Shape Education Policy