|Counseling/advising is made available to students|
|Alabama||Yes, at community colleges. The dual enrollment agreement between the local board and postsecondary institution must address methods for addressing student related issues, including admissions, procedures, and advisement.|
|Alaska||Not set in state policy|
|Arizona||Not set in state policy|
|Arkansas||Yes, for endorsed concurrent enrollment courses. The institution offering the course must provide academic guidance counseling, and ensure students have the opportunity to utilize institutional resources, including academic advising on the college/university campus. Institutions may collaborate to meet this requirement.|
Concurrent enrollment students must be informed that the student is responsible for all costs associated with enrollment in the concurrent course, unless the courses are paid by another approved public or private entity; and 2) advised about the potential limitations concerning the transfer of college course credit.
If remedial/developmental education courses in English, reading or mathematics are offered for concurrent credit to high school seniors, a list of the colleges/universities with a signed college course placement agreement must be published in the student guide/information sheet, and posted on the college/university website.
The college/university must provide the school district with a student guide or information sheet for concurrent enrollment that the high school must distribute to students and parents, that outlines the college/university and school district requirements for student participation. The high school will assure that the student and parent acknowledge that the student will participate in the concurrent program in accordance with the stated college/university and school district participation requirements.
|California||Both programs: Not set in state policy|
|Colorado||Yes. The local education provider (school district, charter school, or board of cooperative services (BOCES)) and the institution of higher education must establish an academic program of study for each qualified student who concurrently enrolls in the institution. The academic program of study must include the academic plan of study the student has developed, indicating the courses the student intends to complete to satisfy high school graduation requirements, and a plan by which the local education provider must make ongoing counseling and career planning available to the student. Each local education provider must develop a standard Concurrent Enrollment application form, that must include verification that the student has been advised by the local education provider regarding Concurrent Enrollment participation if available, at the local education provider level, and each course is consistent with the student's Individual Career and Academic Plan (ICAP). Each ICAP must reflect any concurrent enrollment credits earned.|
Each public school must ensure that, in developing and maintaining each student's ICAP, the counselor or teacher explains to the student and parent, by e-mail or other written form, the requirements for and benefits of concurrently enrolling in courses with an institution of higher education. Based on a request from the student or parent, the counselor or teacher must assist the student in course planning to enable the student to concurrently enroll in postsecondary courses. Each ICAP must record any concurrent enrollment credits earned.
|Connecticut||Not set in state policy|
|Delaware||Not set in state policy. However, counselors should include dual enrollment courses planned/taken in the Student Success Plan that is reviewed annually.|
|District of Columbia||Not set in state policy. However, a Dual Enrollment Partnership Agreement between an LEA and a partnering postsecondary institution must specify what student support mechanisms, if any, will be made available.|
|Florida||Yes. Each comprehensive dual enrollment articulation agreement between a district and a public postsecondary institution must include a description of the process for informing students and their parents of college-level course expectations.Specifically, the District Interinstitutional Articulation Agreement must delineate a formalized process between the high school counselor and the college for informing students and parents or guardians of college course-level expectations, including:
|Georgia||Yes. The Department of Education is required to develop appropriate forms and counseling guidelines for the program and make such forms and guidelines available to eligible high schools and eligible postsecondary institutions. An eligible high school must also provide counseling services to such students and their parents before students enroll in the program. Prior to participating in the program, the student and student's parent must sign the form provided by the eligible high school or eligible postsecondary institution stating they have received the aforementioned counseling, and that they understand the responsibilities to be assumed under program participation. Program information and materials must be provided each 8th grade public school student at the time the student is developing his or her individual graduation plan.|
|Hawaii||Yes. Eligible courses are 100-level or above University of Hawaii courses that fulfill an undergraduate or graduate degree course requirement.|
|Idaho||Yes. To the extent possible, the school district must provide counseling services to pupils and their parents before the pupil enrolls in Postsecondary Enrollment Options courses to ensure that the pupil and parents are fully aware of the risks and possible consequences of enrolling in postsecondary courses. Counseling services must include information on the program including who may enroll, what institutions and sources are available under this program, the decision-making process for granting academic credits, financial arrangements for tuition, books and materials, eligibility criteria for transportation aid, available support services, the need to arrange an appropriate schedule, consequences of failing or not completing a course in which the pupil enrolls, the effect of enrolling in this program on the pupil's ability to complete the required high school graduation requirements, financial aid, and the academic and social responsibilities that must be assumed by the pupil and parents. The person providing counseling must encourage pupils and their parents to also use available counseling services at the postsecondary institutions prior to the semester of enrollment to ensure that anticipated plans are appropriate and adequate. |
High school students are provided with a student guide that outlines their responsibilities as well as guidelines for the transfer of credit. Information is posted on the high school’s website regarding enrollment, costs, contact information at the high school and the postsecondary institution, grading, expectations of student conduct, and other pertinent information to help the parents and students understand the nature of a dual credit course.
|Illinois||Yes. Regulations governing dual credit courses offered by four-year institutions require that students select dual credit courses in consultation with high school counselors and/or principals. In addition, four-year institutions offering dual credit courses must provide students with catalog information including course descriptions, course prerequisites, enrollment and admissions processes, course costs, fail and repeatability policies, transcripts and records information, and information about situations in which earned credits will be accepted.|
|Indiana||Yes, for Postsecondary Enrollment Program. A representative of the school corporation, by agreement with an eligible institution and using information that may be provided by the eligible institution, must meet with each student who intends to participate in a postsecondary enrollment opportunity, to discuss:
|Iowa||Yes, for all Senior Year Plus programs. Statute provides for the development of an Internet-based information clearinghouse that allows students to identify participation options within the Senior Year Plus program and transferability between educational systems. The resource must provide links to other similar resources available through various Iowa postsecondary institution systems, and identify course transferability and articulation between the secondary and postsecondary systems in Iowa and between the various Iowa postsecondary systems.|
|Kansas||No, for courses generally. |
Concurrent Enrollment Partnerships: Yes. Students must be provided with a student guide created as part of the CEP that outlines their rights and responsibilities as university/college students, as well as a description of how courses may be transferred in the Kansas public postsecondary education system. Advising of students who wish to enroll in CEP classes must be carried out by both the high school and postsecondary institution.
|Kentucky||Yes. Under the CPE/KDE Dual Credit Policy:
|Louisiana||Not set in state policy|
|Maine||Not set in state policy|
|Maryland||Not set in state policy|
|Massachusetts||General courses: Not set in state policy|
Commonwealth Dual Enrollment Partnership: No. However, campuses were asked in 2015-16 to create more intentional opportunities for students to receive support and take part in college awareness activities.In the past campuses were required to provide an orientation but not requried to provide additional supports.
|Michigan||Postsecondary Enrollment Options and Career and Technical Preparation Act: Yes. To the extent possible, a school district or state approved nonpublic school must provide counseling services to an eligible student and his/her parent before the student enrolls in a postsecondary (or CTE preparation) course to ensure that the student and parent are fully aware of the benefits, risks, and possible consequences of enrolling in the course. The person providing the counseling must encourage the eligible student and his /her parent to also use available counseling services at the postsecondary institution (or CTE preparation program) before the quarter or semester of enrollment to ensure that anticipated plans are appropriate. A school district or state approved nonpublic school may provide this required counseling in a group meeting if additional personalized counseling is also made available.|
Before enrolling in a course at a postsecondary institution (or CTE preparation program), a student and his/her parent must file with the postsecondary institution or CTE preparation program a signed form provided by the student's district or nonpublic school stating that the student is an eligible student and has received the aforementioned information and counseling, and that the student understands the responsibilities that must be assumed in enrolling in the course. Upon request, the department must provide technical assistance to a district or nonpublic school and to an eligible postsecondary institution or CTE preparation program in developing appropriate forms and counseling guidelines for these purposes.
|Minnesota||Yes. The school or district must provide counseling services to students and their parents before students enroll in courses, to ensure that the students and parents are fully aware of the risks and possible consequences of enrolling in postsecondary courses. The school or district information must include who may enroll, what institutions and courses are eligible for participation, the decision-making process for granting academic credits, financial arrangements for tuition, books and materials, eligibility criteria for transportation aid, available support services, the need to arrange an appropriate schedule, consequences of failing or not completing a course in which the student enrolls, the effect of enrolling in this program on the student's ability to complete the required high school graduation requirements, and the academic and social responsibilities that must be assumed by students and their parents. The person providing counseling must encourage students and their parents to also use available counseling services at the postsecondary institutions before the quarter or semester of enrollment to ensure that anticipated plans are appropriate.|
Prior to enrolling in a course, the student and the student's parent must sign a form stating that they have received the aforementioned information and that they understand the responsibilities that must be assumed in enrolling in this program. The department must, upon request, provide technical assistance to a school or district in developing appropriate forms and counseling guidelines.
|Mississippi||Not set in state policy|
|Missouri||Yes, for courses offered on high schools by high school faculty. All students in dual credit courses must have access to student services and academic support similar to that afforded to students on the college campus, including, but not limited to advisors and other resources requisite for college-level academic performance. |
In addition, institutions of higher education and partner high schools should also work collaboratively to establish and maintain early alert systems for students showing signs of poor academic performance.
|Montana||Yes. Specific advising requirements are delineated in the Montana University System Operational Guidelines for Dual Enrollment and Other Post Secondary Educational Opportunities. At a minimum, students are provided with information upon applying to the program and access to advising resources from postsecondary.|
|Nebraska||Not set in state policy. However, the Nebraska Dual Enrollment Standards, which serve as guidelines but do not have the force of law, provide "Eligible students receive guidance regarding their program responsibilities, weighted credit options, if any, and specific grading practices."|
|Nevada||Not set in state policy|
|New Hampshire||Not set in state policy|
|New Jersey||Not set in state policy|
|New Mexico||Yes. Postsecondary and district partners in dual credit agreements must collaborate to provide information and orientation to the student and parent on the responsibilities of dual credit enrollment, including academic rigor, time commitments, and behavioral expectations associated with taking college courses and the importance of satisfactorily completing the postsecondary institution credits attempted in order for dual credit to be awarded. Postsecondary and district partners must also inform students of course requirement information, including course content, grading policy, attendance requirements, course completion requirements, performance standards, and other related course information.|
Students are required to discuss potential dual credit courses with the appropriate LEA and postsecondary institution staff, including institution admission and registration requirements, course requirements, credits to be attempted, credits to be awarded, scheduling under dual credit, and implications for failure to successfully complete the course.
|New York||Not set in state policy|
|North Carolina||Not set in state policy. Advising is primarily the high school’s responsibility.|
|North Dakota||Not set in state policy|
|Ohio||Yes. Each high school and participating nonpublic high school must provide counseling services to students in grades 6-11 and their parents before students participate in the College Credit Plus program, to ensure that students and parents are fully aware of the possible consequences and benefits of participation. In addition, the chancellor of higher education must, in consultation with the superintendent of public instruction, establish a standard information packet for students and parents interested the College Credit Plus program. |
Counseling information provided to students and parents must include:
(1) Program eligibility
(2) The process for granting academic credits
(3) Any necessary financial arrangements for tuition, textbooks, and fees
(4) Criteria for any transportation aid
(5) Available support services
(7) Communicating the possible consequences and benefits of participation, including:
(a) The consequences of failing or not completing a course under the program, including the effect on the student's ability to complete the secondary school's graduation requirements
(b) The effect of the grade attained in a course under the program being included in the student's grade point average, as applicable
(c) The benefits to the student for successfully completing a course under the program, including the ability to reduce the overall costs of, and the amount of time required for, a college education.
(8) The academic and social responsibilities of students and parents under the program
(9) Information about and encouragement to use the counseling services of the college in which the student intends to enroll
(10) The standard packet of information for the program developed by the chancellor of higher education.
The student and parent must sign a form indicating they have received the counseling required.
In addition, each institution of higher education admitting and enrolling a student must issue to the student and other parties a pre-term notice of admission to the institution and to specific courses, and a confirmation of course enrollment notice, listing the courses and hours of enrollment. Institutions must also provide a student with information on how the student may participate in the postsecondary institution's course evaluation process upon completing the course.
For a participating nonpublic secondary school, counseling information must also include an explanation that funding may be limited and that not all students who wish to participate may be able to do so.
Each public and participating private college must assign an academic advisor who is employed by the college to each enrolled participant. Prior to the first day of the term, the institution of higher education must provide the student with the name and contact information of the academic advisor assigned to the student, along with the advisor's office hours and meeting scheduling process. The institution must also ensure the academic advisor and student have a mandatory meeting before the the on which a course withdrawal would negatively affect a participant's grade point average. At a minimum, the mandatory meeting must include information on:
To help maximize the applicability of College Credit Plus courses toward a degree or certificate at a partnering institution, each public and participating nonpublic secondary school must develop at one 15-credit and one 30-credit model course pathway, composed of courses that all apply to at least one degree or professional certification offered at a partnering college. Secondary schools must publish the course pathways among the school's official list of course offerings for the program.
Statute directs the educator standards board, in consultation with the chancellor of higher education, to develop standards for school counselors. The standards must reflect Ohio-specific knowledge of career counseling for students and education options that provide flexibility for earning credit, including college credit through the college credit plus program.
2015 H.B. 64 provides funds for the Ohio Career Counseling pilot program. The program must use Career-Technical Planning Districts to deliver comprehensive career counseling services to students in grades 7-12. Participating institutions must offer career-focused counseling that includes counseling on earning college credit through the College Credit Plus program.
|Oklahoma||Yes. Students in distance education, blended, and traditional off-campus courses and programs must have access to program guidance and academic support services, including admissions, enrollment, academic advisement, career counseling, enrollment/registration, tutoring, financial aid, and related services on the same basis as the students located on the originating campus. Online programs must make these services available to students in electronic format.|
|Oregon||Expanded Options: Yes. Prior to an eligible student beginning an eligible postsecondary course, the district must notify the student of the number and type of credits the student will be granted upon successful completion of the course. If there is a dispute between the district and the eligible student regarding the number or type of credits the district will grant or that the district has granted for a particular eligible postsecondary course, the student may appeal the district's decision using an appeals process adopted by the district board.|
Dual Credit: Yes. In accordance with the Oregon Dual Credit Standards, postsecondary institutions must outline specific course requirements and prerequisites for dual credit programs. They must also provide high school students with a student guide that outlines students’ responsibilities as well as guidelines for the transfer of credit.
In addition, participating school districts and postsecondary institutions must develop written agreements regarding Two Plus Two and dual credit programs, which must include criteria regarding counseling.
|Pennsylvania||Not set in state policy|
*Program currently inactive due to inadequate state funds*
|Rhode Island||Not set in state policy|
|South Carolina||Not set in state policy|
|South Dakota||Not set in state policy|
|Tennessee||Yes. The office of postsecondary coordination and alignment must make available to students, their parents, and other stakeholders, prior to students enrolling in an early postsecondary credit course, the requirements for receipt of credit at each postsecondary institution and the transferability of credits among public postsecondary institutions. High schools must also disseminate to students taking a dual credit class information on the acceptance of challenge examinations and on each postsecondary institution’s awarding of postsecondary major credit or elective credit for the course.|
|Texas||Dual credit: Yes. Students in dual credit courses must be eligible to utilize the same or comparable support services afforded college students on the main campus. The college is responsible for ensuring timely and efficient access to such services (e.g., academic advising and counseling).|
Courses offered through partnerships between secondary schools and public two-year colleges: Yes. The partnership agreement must address provision of student learning and support services.
|Utah||Yes. The State Board of Education and the State Board of Regents must coordinate advising to eligible students, including providing information on general education requirements at institutions of higher education, and choosing concurrent enrollment courses to avoid duplication or excess credits. To be eligible for state funds for concurrent enrollment courses, an LEA and an institution of higher education must coordinate advising to eligible students.|
In addition, the Snow College Concurrent Enrollment Program includes advisory support to participating students and their counselors to ensure that students' concurrent enrollment courses align with the students' academic and career goals.
|Vermont||Dual Enrollment: Not set in state policy. However, one of the duties of the agency of education relative to the program is to convene regular meetings of interested parties to explore and develop improved student support services.|
Technical: Not set in state policy
|Virginia||Yes, for community colleges. The community college must provide dual enrollment students access to appropriate student support programs.|
|Washington||Running Start: Yes. Institutions of higher education, in collaboration with relevant student associations, must aim for students who can benefit from fee waivers for low-income students to take advantage of these waivers. Institutions must make every effort to communicate to students/families the benefits of the waivers and provide assistance to students/families on how to apply. To the greatest extent possible, institutions must: (1) Incorporate information about waivers into financial aid counseling, admission information, and individual billing statements, and (2) use all means of communication, including web sites, online catalogues, admission and registration forms, mass e-mail messaging, social media, and outside marketing to ensure that information about waivers is visible, compelling, and reaches the maximum number of eligible students and families.|
College in the High School: Not set in state policy
|West Virginia||Not set in state policy|
|Wisconsin||Youth Options and 118.55(7r): Limited. A local board must inform the pupil and the pupil's parent or guardian if the pupil's timetable for graduation may be negatively affected if the student participates in the program.|
All other programs: Not set in state policy
|Wyoming||Yes. Each high school/college partnership must have a contact person for overseeing the program in both the high school and college. The liaision is responsible for coordinating advisement, course schedules, regular and standardized communications, course transferability, and support services. Each partnership must also coordinate support services that include, but are not limited to, tutoring, technical assistance, library resources, counseling, advising and peer support. Each student and his/her parent must sign the Community College High School Dual/Concurrent Registration Form and discuss student responsibility and transfer of credits.|