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."

  • Thirteen states require dual enrollment programs to be evaluated.
  • Thirty-five states do not have state-level policies requiring dual enrollment programs to undergo evaluation.
  • In two states, a state or local entity has the authority to perform an auditing or evaluation function, but it is not clear that all programs under the entity's authority must be evaluated.

Note: This database does not include information about Tech Prep or early/middle college high school programs. Information about such programs is included in the ECS career/technical education and early/middle college high school databases.

Sources for all data points are accessible through this link.

Methodology: This information was collected from state statutes, rules and regulations, and state education agency Web sites, and will be updated as new policies and programs are enacted.

Last updated: December 4, 2008

This database was compiled by Jennifer Dounay, project manager, ECS High School Policy Center. For questions, additions or corrections: 303.299.3689 or jdounay@ecs.org.

Program evaluation component
Alabama Yes. Each college/local board partnership must include a plan for annual program evaluation.
Alaska Not set in state policy
Arizona Yes. Each community college district offering courses in high schools must conduct tracking studies of participating students' subsequent academic or occupational achievement, to be submitted to the joint legislative budget committee every other year. Tracking studies may use statistically valid sampling techniques and must include
  • High school graduation rate
  • Number of students continuing their studies at an Arizona community college or four-year public institution
  • Student performance in subsequent college courses in the same discipline or occupational field
  • Each student's grade point average after one year at a state postsecondary institution as compared to the student's college grade point average for courses completed while still in high school.

    Upon receipt of the report, the joint legislative budget committee may convene an ad hoc committee of community college academic officers, faculty and other experts to review the manner in which these courses are provided. This committee may make recommendations to the joint legislative budget committee on changes to methods of providing community college courses in high schools.
Arkansas Not set in state policy
California Not set in state policy
Colorado Not set in state policy
Connecticut Not set in state policy
Delaware Yes. The state intends to use its P-20 data system to evaluate the relationship between K-12 coursetaking and postsecondary entry and success. It is anticipated that data generated by the P-20 data system will be used to determine which dual enrollment (and other dual credit) opportunities yield the best results.
District of Columbia Not set in district policy
Florida Yes. Agreements between districts and postsecondary partners must indicate the criteria by which the quality of dual enrollment courses and programs will be judged.
Georgia Not set in state policy
Hawaii Not set in state policy

Yes. State board of education standards for dual enrollment programs are based on the standards developed by the National Association of Concurrent Enrollment Partnerships (NACEP). These include:

  • "The 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 Not set in state policy
Indiana Yes, for Postsecondary Enrollment Program. Legislation directs the department of education, in consultation with the commission for higher education, to evaluate the program annually and report to the Indiana state board of education concerning the program.
Iowa Yes. Institutions providing a course for dual high school and postsecondary credit must review the course on a regular basis for continuous improvement, follow up with students to use information gained from them to improve course delivery and content, and share data on course progress and outcomes with the collaborative partners involved with the delivery of the programming and with the state department of education, as needed.

In addition, 2008 legislation directs the department of education, subject to an adequate appropriation of funds, in collaboration with representatives of regents universities, accredited private institutions, community colleges, and school districts, to conduct a study of the measures necessary for the successful implementation of the senior year plus program (Postsecondary Enrollment Options and Concurrent Enrollment). The study must include a review of provisions of statute or administrative rules for purposes of implementing the core curriculum adopted pursuant to section 256.7, subsection 26. The study must also address barriers to the transfer of credit between secondary schools and the postsecondary system and its institutions. The department
must submit its findings and recommendations, including recommendations for statutory and administrative rule changes necessary, to the general assembly by November 14, 2008.
Kansas Yes. Each concurrent enrollment partnership (CEP) (in which high school teachers provide college courses at the high school) must be reviewed at least every five years by the postsecondary partner to ensure compliance and quality considerations.
Kentucky Not set in state policy
Louisiana Partial, for TOPS Tech Early Start and Early Start: The Louisiana Student Financial Assistance Commission must perform audits of participating high schools and postsecondary institutions to ensure compliance with program requirements.
Maine Not set in state policy
Maryland Not set in state policy
Massachusetts Not set in state policy
Michigan Not set in state policy
Minnesota Not set in state policy
Mississippi Not set in state policy
Missouri Partial: in the case of dual credit courses offered at high schools, department of higher education policy specifies, "The responsibility for the development of assessment and evaluation measures to assure quality and comparability of dual credit courses resides with the on-campus college faculty in the appropriate academic discipline."
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 and public postsecondary educational institutions.
New York Not set in state policy
North Carolina Yes, for Huskins. The agreement between the district and community college, which must be developed and approved on at least an annual basis, must define the process for "planning and conducting an annual evaluation (to be maintained at the college)".
North Dakota Not set in state policy
Ohio Not set in state policy
Oklahoma Not set in state policy
Oregon Yes. The department of education's annual report to the joint boards and the house and senate education committees on Expanded Options participation must include recommendations for changes to the Expanded Options Program to better serve students, including changes to the age limit restrictions for eligible students, and recommendations for funding changes to better serve students who wish to participate in the program.
Pennsylvania Yes. To be eligible to receive a concurrent enrollment grant, a district or area vocational-technical school must form a concurrent enrollment committee composed of specified district and postsecondary stakeholders. Each concurrent enrollment committee must, among other duties, meet at least quarterly to review the concurrent enrollment program and recommend any changes to the local board.
Rhode Island Not set in state policy
South Carolina Not set in state policy
South Dakota Not set in state policy
Tennessee Not set in state policy
Texas Yes. Every local board must establish annual performance goals related to enrollment in advanced courses, including dual or college credit courses. Local boards must annually review data on the district's progress on enrollment in advanced courses, disaggregated by race, gender and socioeconomic status.
Utah Not set in state policy
Vermont Not set in state policy
Virginia Not set in state policy
Washington Not set in state policy
West Virginia Not set in state policy
Wisconsin Not set in state policy
Wyoming Not set in state policy
Puerto Rico No information located

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