|Institutional reporting requirement|
|Alabama||Not set in state policy|
|Alaska||Not set in state policy|
|Arizona||Yes. Every community college district and the Arizona board of regents must annually report to the president of the senate, speaker of the house and state board the number of dually enrolled students, "[a] general narrative of the types of courses or programs in which the students were enrolled" and the community college district board's dual enrollment policies. |
Every community college district must also annually report to the joint legislative budget committee:
In addition, every community college district that offers dual enrollment courses in high schools must annually report a specified percentage of its initial dual enrollment agreements or contracts, which must specify financial provisions of the agreement and the format for billing of services, tuition and financial aid policies, accountability provisions for each party, responsibilities and services required of each party, the type of instruction provided under the agreement, including course titles and the quality of instruction to be provided under the agreement.
|Arkansas||Not set in state policy|
|California||Not set in state policy|
|Colorado||Yes. Each district's accreditation summary must include the number and percentage of students enrolled in Postsecondary Enrollment Options, Fast Track or other local programs of dual credit or concurrent enrollment.|
|Connecticut||Not set in state policy|
|Delaware||Not set in state policy|
|District of Columbia||Not set in district policy|
|Florida||Not set in state policy|
|Georgia||Not set in state policy|
|Hawaii||Not set in state policy|
|Idaho||Not set in state policy|
|Illinois||Yes. Every superintendent must report to the state board of education the number of students in the district taking courses at any community college, along with the name and number of the course or courses that each such student is taking. The state board must annually assemble all such reported data, both by individual school district and by educational service region totals.|
|Indiana||Yes, for Postsecondary Enrollment Program. Each district (school corporation) must annually report to the department of education a list of students enrolled in the program, and the courses successfully completed by each student enrolled in the program.|
Yes, for Fast Track to College: Ivy Tech Community College must annually report to the education roundtable the number of program participants and diplomas granted while earning credits for a certificate program or an associate's degree. Vincennes University and any four-year institution participating in the program must report to the education roundtable the number of program participants and diplomas granted.
In addition, the Indiana concurrent enrollment partnership is required to report annually to the department of education and the commission for higher education on the following for early college, dual credit and dual enrollment programs:
|Iowa||Yes. 2008 legislation directs the state board, in collaboration with the board of directors of each community college, to adopt rules that clearly define data and information elements to be collected related to Postsecondary Enrollment Options and Concurrent Enrollment courses. The data elements must include the following:
|Kansas||Yes. According to the board of regents policy manual, "The Regents System will track students who have participated in concurrent enrollment partnerships and other forms of concurrent enrollment." Institutions must report the following for the Kansas Postsecondary Database:|
All reports will be reviewed for compliance and the results will be reported by 2010.
|Kentucky||Yes. Postsecondary institutions report student participation in dual enrollment courses each year, by type of institution (two-year, four-year, independent) and by individual institution. Data not reported on dual credit participation.|
|Louisiana||Yes, for both programs. TOPS Tech Early Start: Postsecondary institutions must include TOPS Tech Early Start students as they would traditional college students: Upon request by the Louisiana Student Financial Assistance Commission, the institution must report admission and full-time undergraduate enrollment; eligibility for, or enrollment in, a course of study leading to initial teacher certification; enrollment in math or chemistry as a major while pursuing teacher certification; graduate or undergraduate enrollment in wildlife forestry or marine science; semester hours attempted; semester hours earned; semester quality points earned; and resignation from the institution or withdrawal from all courses.|
The board of regents, in consultation with the Louisiana Student Financial Assistance Commission, must annually report to the governor and house and senate education committees before each legislative session on the program. The report must include a written review and analysis of Early Start Award use by students, the benefits of such use, and the impact on subsequent use by students of TOPS-Tech awards.
Early Start: Each participating postsecondary institution must report student level outcome data to the board of regents according to specifications defined by the board of regents.
|Maine||Not set in state policy|
|Maryland||Not set in state policy|
|Massachusetts||Not set in state policy|
|Michigan||Yes. Every intermediate school district must annually collect from each of its constituent school districts and report to the department:
In addition, if a district wants all of its schools to be accredited, it must report annually to the state board, including on the number and percentage of students in each high school who enrolled in one or more postsecondary courses the previous school year and two school years ago.
|Minnesota||Not set in state policy|
|Mississippi||Not set in state policy|
|Missouri||Yes. "All institutions offering dual credit courses are required to report annually to the CBHE such things as the number of sections 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 mathematics, science, social sciences, and humanities; and summary data on the performance of dual credit students. ... Dual credit data will be submitted to the CBHE when the institution submits its annual Performance Indicators Report."|
|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 (1) the number of students enrolled in dual credit classes, (2) the courses taken and (3) grades earned by each dual credit student.|
The public education department must annually report to the legislature high school graduation rates for dual credit students. The higher education department must report to the legislature on the New Mexico postsecondary institutions dual credit students ultimately attend. The higher education department and the public education department must annually report to the legislature the estimated cost of providing the statewide dual credit program, including tuition, fees, textbooks and course supplies.
|New York||Not set in state policy|
|North Carolina||Not set in state policy|
|North Dakota||Not set in state policy|
|Ohio||Yes. The department of education collects and reports student Post-Secondary Enrollment Options participation levels in terms of public students by district, nonpublic students by school, and public and nonpublic students by postsecondary institution. As of September 2008, information was posted for fiscal year 2001 through fiscal year 2007.|
As of September 2008, the department has not yet determined the reporting mechanism for Seniors to Sophomores. Districts will submit a mid-year report and a final report to the Board of Regents.
|Oklahoma||Not set in state policy|
|Oregon||Yes. Each district must annually report to the department of education on most of the indicators listed below. The department of education must annually report on the Expanded Options Program to the joint boards of education and the house and senate education committees. The report must include:|
|Pennsylvania||Yes. Districts and area vocational-technical schools that receive a concurrent enrollment grant must submit an annual report to the department. The report must indicate:|
Using information provided by districts and area vocational-technical schools, the department must develop an annual report, to be submitted to the chairs and minority chairs of the house and senate appropriations and education committees.
|Puerto Rico||No information located|
|Rhode Island||Not set in state policy|
|South Carolina||Yes. Each institution must "develop an annual report on dual enrollment offerings that demonstrates compliance with" state guidelines "for each dual enrollment course offered to high school students." The commission on higher education must in turn publish an annual report on dual enrollment offerings by South Carolina public postsecondary institutions.|
|South Dakota||Not set in state policy|
|Tennessee||Not set in state policy|
|Texas||Yes. Districts must annually report to the Texas Education Agency the number of students who have participated in the college credit program (including dual credit, Advanced Placement, International Baccalaureate, etc.), the number of courses in which students have enrolled and the college credit hours students have earned.|
|Utah||Yes. The state board must publish an annual school performance report that provides specified data for every public school, and aggregated at the district and state level. The report must include data on the number of students taking concurrent enrollment courses, and the number and percent of those students who receive college credit for the course.|
Every district must submit an annual report to the state office of education indicating the supervisory services and professional development provided by the postsecondary partner, and noting that all concurrent enrollment instructors are in compliance with R277-713-7B and C.
|Vermont||Not set in state policy|
|Virginia||Yes. High schools' School Performance Report Cards must include the percentage of students who take college-level courses, including dual enrollment courses.|
|Washington||Not set in state policy|
|West Virginia||Not set in state policy. While each institution offering college credits for high school students must maintain records of dual enrollment courses and enrollments, reports of such information must be submitted only "as deemed necessary."|
|Wisconsin||Partial. No reporting requirements exisit for private or tribal colleges.|
University of Wisconsin system schools (both 2- and 4-year) must comply with University of Wisconsin System reporting requirements.
Technical college districts must annually compile for the technical college system board that indicates the number of high school students attending a technical college of the district. The following information must be disaggregated by students in the Youth Options program and students under compulsory school attendance:
The technical college system board must submit an annual report to the department of administration, department of children and families, department of public instruction, department of workforce development and the legislature. The report must indicate the number of people who earned technical college credit through the Youth Options program, the courses given in high schools for which a pupil may receive technical college credit and the number of students enrolled in the courses for technical college credit in the previous school year.
Local school districts must include youth options courses in yearly course offering reports.
|Wyoming||Not set in state policy|
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