Dual Enrollment - All State Profiles

Dual Enrollment - All State Profiles


Methodology: This information was collected from statutes, regulations and other state policy documents and guidelines as of April 2019. A profile was sent to each state for review and modification, as needed.

Last updated: April 2019.
 

Alabama
Program Basics
Statewide policy in place Yes
Definition or title of program Generally: Dual Enrollment.

For courses taken through an Alabama Community College System institution: Dual Enrollment for Dual Credit
Where courses provided
  • At high school
  • At postsecondary institution
  • Virtual program
Postsecondary and/or secondary credit earned Both
Students may take developmental/remedial courses through dual enrollment program No

Citations: Ala. Admin. Code 290-3-1-.02(11)(b)(1)

CTE component Yes. 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.

Citations: Ala. Admin. Code 290-3-1-.02(11)(e)

Unique characteristics Private school and homeschool students may also establish dual enrollment agreements with postsecondary institutions.

Students in grades 10-12 who do not meet the eligibility requirement of a "B" average in high school courses may be determined eligible to participate in dual enrollment "pending demonstrated ability to benefit as documented by successful completion and placement identification on assessments approved by the department of postsecondary education" (includes ASSET, WorkKeys, CPAT). Such students are limited to pursuing career/technical and health-related courses, and must have "a 'B' average in high school courses related to the occupational/technical studies, if applicable, which the student intends to pursue at the postsecondary level and" have an overall 2.5 grade point average.

The state department of education must work with districts with the lowest high school graduation rates to implement dropout prevention interventions. One of the interventions the department may implement is offering full course fee waivers to students eligible for free/reduced lunch who are enrolled in dual credit courses. The department must submit a written report to the legislature on the outcomes of dropout prevention strategies, and any planned modification of school system dropout prevention strategies and activities, based on the data compiled.

Access
Offering mandatory or voluntary Voluntary
College partners can be 2-year/4-year/both Both
Student eligibility requirements
  • Student in grades 10-12
  • Proof of citizenship and residency (e.g., driver's license/birth certificate)
  • Minimum GPA
  • Placement test, where required for courses such as college-level English, math, reading
  • Written approval/recommendation
  • Meet entrance requirements set by postsecondary institution

Citations: ACCS 801.03 (Chancellor's Procedure for Policy) Ala. Admin. Code 290-3-1-.02(11) Ala. Code Sec. 16-60-350

Cap on number of credits students may earn Not set in state policy. However, Alabama Community College System policy provides that student enrollment in a combined number of high school and college courses per term will not exceed that which is educationally sound as determined by the institution and the LEA and/or other secondary educational entity. 

Citations: ACCS Policy 801.03(11) (Chancellor's Procedure for Policy)

Students/parents must be notified of dual enrollment opportunities No--policy does not specify proactive communication to all parents and students. Alabama Community College System (ACCS) institutions must have a provision for communicating to parents and students the educational and economic benefits of the Dual Enrollment for Dual Credit program as well as requirements for participation and enrollment procedures. At a minimum, this information must be included in the institution's appropriate publications and on its website.

Citations: Alabama Community College System (ACCS) 801.03(12.10) (Chancellor's Procedure for Policy)

Counseling/advising is made available to students 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.

Citations: ACCS policy manual, 801.03

Finance
Who is primarily responsible for paying tuition Local decision. At Alabama Community College System (ACCS) institutions, tuition is the responsibility of the student/parent, unless covered by alternative funding sources, which may include scholarship funds (when allocated by the legislature) for Career and Technical Education Dual Enrollment (CTEDE) to cover costs if included in institutional agreements and may cover costs of courses in eligible CTE programs if taken concurrently with CTE course(s). 

Citations: Ala. Admin. Code 290-3-1-.02(11) ACCS 801.03 Ala. Code Sec. 16-28-3.1

How state funds participating high schools Equal
How state funds participating postsecondary institutions Not defined. Determined on institutional basis.
Ensuring Program Quality
Instructor qualifications component Yes. Dual Enrollment for Dual Credit instructors must be faculty of the college. Faculty must be under the ultimate control and supervision of the college for the dual enrollment class or classes. The institution must provide faculty orientation, supervision, and evaluation. A high school teacher employed to teach Dual Enrollment for Dual Credit courses will be designated as an adjunct faculty member of the institution and must meet the credentialing requirements of the ACCS and applicable accrediting agencies. Documentation of appropriate faculty credentials which meet or exceed these requirements must be on file at the institution. Faculty credentials must be provided to the appropriate secondary officials as needed to meet credentialing standards of appropriate secondary system accrediting agencies.

For courses offered through four-year institutions, instructor and course quality provisions are determined at the institutional level.

Citations: ACCS policy manual, 801.03 (Chancellor's Procedure for Policy) (12.2), (12.3)

Course quality component

Yes. Dual Enrollment for Dual Credit courses may not be modified. Courses must be drawn from the respective institution's existing academic inventory of credit courses. Students must adhere to all institutional policies and requirements including, but not limited to, those outlined in course syllabi, the academic calendar and the college catalog. 

Citations: ACCS 801.3 (8), (12) (Chancellor's Procedure for Policy)

Program reporting requirement

Not set in state policy

Program evaluation component 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.
 

Citations: ACCS policy manual, 801.03(12.6)

Transferability
Public postsecondary institutions required to accept credits No

Alaska
Program Basics
Statewide policy in place Yes. 
  • The University of Alaska Board of Regents adopted a statewide dual enrollment policy in 2018.
  • The Alaska Technical Vocational Education Program includes dual enrollment requirements in statute. 
  • Alaska's tribal and private institutions have local institutionally-specific dual enrollment programs. 

Citations:

  • University of Alaska Board of Regents (BOR) P10.05.015
  • Alaska Technical Vocational Education Program AS 23.15.820

Definition or title of program The University of Alaska dual enrollment policy states that dual enrollment refers to enrollment at the university by a student who is simultaneously enrolled in a K-12 (or homeschool) for which the student may receive credit at both the K-12 and postsecondary levels. The university encourages dual enrollment. No additional restrictions on dual enrollment beyond those applicable to all students, or to avoid violations of law or ensure informed consent by a parent or legal guardian (including financial obligations), shall be allowed.

Citations: BOR P10.05.015

Where courses provided
  • At high school
  • At postsecondary institution
  • Virtual program

Citations: BOR R10.05.015

Postsecondary and/or secondary credit earned Yes. Dual enrollment includes enrollment where a student earns both secondary and postsecondary credit, and also includes enrollments for which no K-12 credit is earned. 

Citations: BOR R10.05.015(A)(1)

Students may take developmental/remedial courses through dual enrollment program Yes.

Citations: R10.05.015(A)(1)

CTE component The Alaska Technical Vocational Education Program provides non-competitive grant funds to designated training providers to deliver CTE training in response to Alaska’s workforce needs. All recipients are required to deliver and report on CTE dual enrollment opportunities annually. 

Citations: AS 23.15.820

Unique characteristics In 2018, the University of Alaska partnered with the State of Alaska Department of Education and Early Development and the Alaska Commission on Postsecondary Education to provide a resource for secondary students and parents to better understand what dual enrollment is, what the benefits are, and some key considerations.

The University of Alaska BOR Dual Enrollment Policy allows homeschool students to participate.

The institution also requires the parent or legal guardian of a student under 18 to sign an authorization, acknowledging the dual enrollment regulations, in order for the student to enroll.

Citations:

Access
Offering mandatory or voluntary Voluntary. There is not a state policy requiring dual enrollment.

The University of Alaska, according to Regents’ Policy, encourages dual enrollment and requires there to be no additional restrictions beyond those applicable to all students.

Citations: BOR P10.05.015

College partners can be 2-year/4-year/both Both

Citations: BOR P10.05.015

Student eligibility requirements The University of Alaska requires the parent or legal guardian of a student under 18 to sign an authorization, acknowledging the dual enrollment regulations, in order for the student to enroll.

Citations: R10.05.015(B)(2), (C)(4)

Cap on number of credits students may earn Not set in state policy
Students/parents must be notified of dual enrollment opportunities Not set in state policy.
Counseling/advising is made available to students Not set in state policy.
Finance
Who is primarily responsible for paying tuition Generally it is a local decision.

At the University of Alaska, payment of dual enrollment varies depending on the type of delivery. 
  • For a regularly scheduled postsecondary course or a course delivered within a middle college, regular tuition and fees are paid for by the student, school district, or external funder.
  • If the postsecondary course is delivered under an agreement with a school district, typically the school district and sometimes the student will pay $25/credit. 

Citations: BOR R10.05.015(B)(2)(d), (C)(1)

How state funds participating high schools Not defined for dual enrollment.
How state funds participating postsecondary institutions Not defined for dual enrollment.
Ensuring Program Quality
Instructor qualifications component Yes. At the University of Alaska if the dual enrollment class is taught by an employee of the K-12 institution, there must be a written agreement or agreements between the K-12 institution or its school district and the institution that specify required instructor qualifications, and other matters deemed necessary by the parties.

Citations: BOR R10.05.015(C)(2)

Course quality component Yes. At the University of Alaska if a dual enrollment class is taught by an employee of the K-12 institution, there must be a written agreement or agreements between the K-12 institution or its school district and the university that specify course syllabus and intended learning outcomes, and other matters deemed necessary by the parties. 

Citations: BOR R10.05.015(C)(2)

Program reporting requirement Not set in state policy
Program evaluation component Not set in state policy
Transferability
Public postsecondary institutions required to accept credits Not set in state policy 

Arizona
Program Basics
Statewide policy in place Yes
Definition or title of program State has two programs: Dual Enrollment and Concurrent Enrollment. Dual Enrollment courses are offered on a high school campus or career technical education district campus through an agreement or contract between a school district/charter school and a community college district governing board. Concurrent Enrollment courses are offered on a college campus. Policies in this profile generally relate to dual enrollment.

Citations: Dual enrollment: A.R.S. § 15-101(11) Concurrent enrollment: A.R.S. § 15-1821(B)(1), A.R.S. § 15-901.07(F)

Where courses provided
  • At high school
  • At postsecondary institution
  • Virtual program

Citations: At high school: A.R.S. § 15-1821.01
At postsecondary institution: A.R.S. § 15-901.07(F)

Postsecondary and/or secondary credit earned Dependent on where courses accessed. Secondary and postsecondary credit awarded for community college courses offered at a high school (dual enrollment)

Postsecondary credit is awarded for community college or university courses offered on the postsecondary campus, and high school credit must be awarded if the student's district or charter school wishes to include the student in the average daily membership calculation, and other criteria are met (concurrent enrollment).

Citations: Courses offered at high school: A.R.S. § 15-1821.01 Courses offered on postsecondary campus: A.R.S. § 15-901.07

Students may take developmental/remedial courses through dual enrollment program No

 

Citations: A.R.S. § 15-101(11)

CTE component Yes. A "dual enrollment course” is a college-level course conducted either on the campus of a high school or on the campus of a career technical education district, that is applicable to an established community college academic degree or certificate program and that is transferable to a university under the jurisdiction of the Arizona board of regents. A dual enrollment course that is applicable to a community college occupational degree or certificate program may be transferable to a university under the jurisdiction of the Arizona board of regents.

Students may be allowed to enroll in career/technical courses offered on the postsecondary campus on an individual basis with the approval of college officials if the student meets the established requirements of the courses for which the student enrolls and the college officials determine that the student's admission is in the best interest of the student.

Citations: para 1: A.R.S. § 15-101(11) para 2: A.R.S. § 15-1805.01(D)

Unique characteristics Home schooled students enrolling in a course on the community college campus are exempt from student eligibility criteria related to scores on ACT, SAT, PSAT, AIMS or college placement tests.

Before a student may enroll in a community college course offered at a high school during the school day, a school district must ensure the student is a full-time student attending a full-time instructional program at a school in the district. An exception is provided for home-schooled students, and seniors who satisfy graduation requirements and who have less than a full-time instructional program.

Citations: para 1: A.R.S. § 15-1805.01(C) para 2: A.R.S. § 15-1821.01(7)

Access
Offering mandatory or voluntary Mandatory, for courses taken on a community college campus or four-year institution under the administration of the Arizona Board of Regents. Each community college district board must adopt policies that require community colleges under its jurisdiction to admit students under age 18 who have not yet attained a high school diploma or high school certificate of equivalency and who meet the established requirements of the courses for which they enroll. The Arizona board of regents must adopt rules that require the universities under its jurisdiction to admit students under age 18 who have not yet attained a high school diploma or high school certificate of equivalency and who meet the established requirements of the courses for which they enroll.

These policies must include a provision that student under age 18 may not be denied admission because of age, lack of a high school diploma or high school certificate of equivalency, grade in school, lack of permission of school officials or lack of concurrent enrollment in a public or private school, if the student has achieved at least a specified score on a college entrance examination.

However, offering of community college courses in high schools is on the determination of a community college governing board that it is in the best interest of citizens of the community college district.

Citations: para 1-2: A.R.S. § 15-1821(A), (B) para 3: A.R.S. § 15-1821.01

College partners can be 2-year/4-year/both Both. Tribal colleges may also participate.

Citations: Public two- and four-year institutions: A.R.S. § 15-1821, A.R.S. § 15-1821.01 Tribal: A.R.S. § 15-244.01

Student eligibility requirements
  • Student in grades 11-12. Only applies for courses offered at high schools. Other provisions specify that a student may not be denied admission to a community college or university due to age or grade in school if a student as achieved at least a specified score on a college entrance exam. A community college offering a course at a high school may waive the grade level requirement for up to 25% of students, provided that the college has written criteria for waiving requirements for each course. Criteria must include that 9th and 10th graders meet course prerequisites and are prepared to benefit from the course.
  • Meet entrance requirements set by postsecondary institution. Admission must be granted to a community college to a student under 18 who meets course prerequisites.
  • Other. Student must achieve one of the following: (1) a composite score of 720 or more on the PSAT; (2) a composite score of 720 or more on the SAT; (3) a composite score of at 12 or more on the ACT; (4) a passing score on relevant portions of the Arizona statewide assessment; or (5) the completion of a college placement method designated by the Maricopa County Community College District that indicates the student is at the appropriate college level for the course. 

Citations: A.R.S. § 15-1805.01(B), A.R.S. § 15-1821.01

Cap on number of credits students may earn Not set in state policy. However, a community college or university enrolling a student on the postsecondary campus may limit the number of semester hours in which a student may enroll to no less than 6 credit hours.

Citations: A.R.S. § 15-1821(B)(2)

Students/parents must be notified of dual enrollment opportunities No--no reference is made to parental notification. Each community college district and the Arizona Board of Regents must provide all high schools with information that describes the policies and rules, types of courses available and other information related to the enrollment of students under age 18. Districts must make this information available to all high school students.

Citations: A.R.S. § 15-1821(C)

Counseling/advising is made available to students Not set in state policy
Finance
Who is primarily responsible for paying tuition All courses: Local decision. Specifically:

For courses offered at postsecondary campuses: Unless the student's high school or postsecondary institution has volunteered to pay the tuition, tuition is the responsibility of the student/parent.

For community college courses offered at high schools, the agreement or contract between the school district/charter school and community college district must specify student tuition and financial aid policies, including if scholarships or grants are awarded to dual enrollment students.

If a student counts in calculating a school's average daily membership, the district or charter school pays the postsecondary or community college tuition for that student.

2015 legislation establishes the tribal college dual enrollment program fund, and authorizes 15% of unclaimed lottery funds to be transferred into the fund. The bill provides the fund may also include other monies appropriated by the legislature and gifts, grants, devises and other contributions of money or property from any lawful public or private source. The Department of Education must disburse tribal college dual enrollment program funds by compensating tribal colleges for tuition and fees that are waived to allow high school students to attend classes at tribal college campuses, including dual enrollment classes the tribal college provides electronically to high school students.

Citations: ADM reference: A.R.S. § 15-901.07 Tribal College Dual Enrollment Fund: AR.S. § 5-568, A.R.S § 15-244.01

How state funds participating high schools Equal. For community college districts offering courses in high schools, the agreement or contract between the community college district and the school district or chartering organization must identify the amount received in full-time student equivalent funding, the portion of funding distributed to the district board or charter school, and any amount subsequently returned to the community college district by the school district or charter school. A school district or a charter school may include students enrolled in a concurrent enrollment course for the purposes of calculating average daily membership if the school district has received approval from the state board of education or the charter school has received approval from its sponsor to offer concurrent enrollment courses if the following conditions are met:
  • The student earns 3 semester hours of university or community college course credit per semester
  • Is awarded credit by the district or charter school
  • The concurrent enrollment course is at a higher level than the course taught at the school district or charter school in grades nine through twelve.
  • A student who is enrolled in a concurrent enrollment course also attends at least one course offered at the school district or charter school per semester
  • The concurrent enrollment course is applicable to an established community college academic degree or certificate program that is transferable to a university under the jurisdiction of the Arizona board of regents.  A concurrent enrollment course that is applicable to a community college occupational degree or certificate program may be transferable to a university under the jurisdiction of the Arizona board of regents.
  • The district or charter school pays the community college or university for tuition cost of the concurrent enrollment course or reimburses the student for the tuition cost of the course. 

Citations: A.R.S. § 15-901.07

How state funds participating postsecondary institutions Equal, for courses taught by postsecondary faculty. For community college courses taught by high school faculty on the high school campus, the amount of state aid that the community college would otherwise receive for that student is reduced by 50%.

For community college districts offering courses in high schools, the agreement or contract between the community college district and the school district or chartering organization must identify the amount received in full-time student equivalent funding, the portion of funding distributed to the district board or charter school, and any amount subsequently returned to the community college district by the school district or charter school.

Citations: para 2: A.R.S. § 15-1821.01(1)(a)

Ensuring Program Quality
Instructor qualifications component Yes. An agreement or contract between a community college district and a school district or charter school must clearly specify the quality of the instruction that will be provided. Each faculty member must meet requirements established by the governing board. The CEO of each community college district must establish an advisory committee of full-time faculty to assist in the selection, orientation, ongoing professional development and evaluation of faculty teaching college courses in conjunction with high schools. The advisory committee must meet at least twice each academic year.

Citations: A.R.S. § 15-1821.01(1)(f), (5)

Course quality component Yes. An agreement or contract between a community college district and a school district or charter school must clearly specify the quality of the instruction that will be provided. Courses must be previously evaluated and approved through the community college district's curriculum approval process, be at a higher level than taught by the high school, and be transferable to a university or applicable to an established community college occupational degree or certificate program. College approved textbooks, syllabuses, course outlines and grading standards applicable to courses if taught at the community college must apply to these courses. The CEO of each community college must establish an advisory committee of full-time faculty to assist in course selection and implementation in the high schools, and to review and report at least annually to the CEO whether the course goals and standards are understood, course guidelines are followed, and same standards of expectation and assessment are applied to courses as though they were offered at the community college. The advisory committee must meet at least three times each academic year.

Citations: A.R.S. § 15-1821.01

Program reporting requirement Yes. The board of regents must annually submit a report to legislative leaders and the state board of education on students who have not earned a high school diploma enrolled in a university course for university credit. The report must include
  • The number of students enrolled
  • A general narrative on the types of courses or programs in which students were enrolled
  • Rules on the admission of students who do not have a high school diploma.
Each community college district must report in each odd-numbered year to the governor, legislative leadership, and the joint legislative budget committee, for courses offered at high schools:
  • Documentation of compliance with 15-1821.01 (3), (4), (5), including a list of faculty advisory committee members at each community college
  • Total enrollments by location, high school grade level, and course
  • A copy of each addendum to intergovernmental agreements or contracts executed pursuant to statute
  • Summary data by community college district and by college on the number of scholarships or grants awarded to students
  • Such other information as the governor and joint legislative budget committee deem proper.

Citations: para 1: A.R.S. § 15-1821(D), (E) para 2: A.R.S. § 15-1427(C)

Program evaluation component Not set in state policy
Transferability
Public postsecondary institutions required to accept credits Yes. For community college courses offered at a high school, courses must be transferable to a university under the jurisdiction of the Arizona board of regents or be applicable to an established community college occupational degree or certificate program. 

Concurrent enrollment courses (taken on a postsecondary campus) transfer in the same manner as courses completed by regularly matriculated students. The community college districts and universities must cooperate in operating a statewide articulation and transfer system. In addition, the community college districts and the universities under the jurisdiction of the Arizona board of regents must develop and implement a shared numbering system which identifies courses that transfer from community colleges to Arizona public universities toward a baccalaureate degree. 

Citations: para 1: A.R.S. § 15-1821.01(3) para 2: A.R.S. § 15-1824


Arkansas
Program Basics
Statewide policy in place Yes
Definition or title of program State has two programs: Concurrent enrollment is the enrollment of a high school student in a college course taught on a high school campus (or in selected cases on the college campus or by distance/digital technology) for high school credit and college-level credit.

Statute also defines an endorsed concurrent enrollment course as a course in math, English, science, and social studies offered at the high school (or in rare instances on the college campus), that meets specified quality components, and upon completion of which a student earns high school and postsecondary credit.

Dual enrollment is a high school student’s enrollment in postsecondary coursework for college credit only.

Citations: par. 2 (AP/IB) AHECB Policy 3.15.2 Ark. Code Ann. § 6-60-202

Where courses provided
  • At high school (Concurrent Enrollment)
  • At postsecondary institution (Dual Enrollment, or in selected cases, Concurrent Enrollment)
  • Virtual program (in selected cases, Concurrent Enrollment)

Citations: ADHE Concurrent Enrollment Policy, updated July 27, 2017

Postsecondary and/or secondary credit earned Concurrent Enrollment: Both

Dual Enrollment: Postsecondary credit
Students may take developmental/remedial courses through dual enrollment program Yes, through concurrent enrollment. A student must be a 12th grader with an ACT sub-score of at least 17 in English, reading or math (or an equivalent measure). The high school principal or designee must inform the student, verbally and in writing, that successful completion of such coursework at one college or university does not guarantee college course placement at another Arkansas institution, unless there is a written/signed college course placement agreement with the other institution. A list of the colleges/universities with a signed college course placement agreement must be:
  • Attached to the signed Memorandum of Agreement (MOU) between the school district and college/university
  • Included in the Concurrent Enrollment Student Guide/Information Sheet, and
  • Posted on the college/university website.

A college/university remedial/developmental education course cannot be used to meet the college/university core subject area/unit requirements in English and mathematics.

High school students enrolled in remedial/developmental courses for concurrent credit cannot be counted for FTE and higher education funding purposes. 

Citations: ADHE Concurrent Enrollment Policy, updated July 27, 2017

CTE component Yes. A list of the CTE courses offered for concurrent credit must be attached to the signed Memorandum of Understanding (MOU) between the high school/school district and the college/university.

Citations: ADHE Concurrent Enrollment Policy, updated July 27, 2017 

Unique characteristics None identified
Access
Offering mandatory or voluntary Voluntary
College partners can be 2-year/4-year/both For both programs: Both

Citations: Ark. Code Ann. § 6-18-223(a)(1); ADHE Concurrent Enrollment Policy, updated July 27, 2017

Student eligibility requirements
  • Concurrent enrollment: Student has successfully completed the eighth grade and are admitted to the college/university as non-award seeking students. Each college/university must specify the concurrent admission requirements for high school students. 
  • Concurrent enrollment: Written approval/recommendation from high school principal or designee.
  • All programs: Meet entrance requirements set by postsecondary institution. For concurrent enrollment and endorsed concurrent enrollment: A student must be admitted by the institution of higher education as a non-award seeking student, and meet all course prerequisites.
  • Other:
    • Students must also score 19 or better on the ACT Reading sub-test or equivalent test.
    • Enrollment in English Composition and mathematics courses also require a min. 19 on the respective ACT sub-test or equivalent test.
    • These scores are statewide minimum scores. Any college/university campus may set higher minimum scores for general education concurrent courses, and may choose to require the COMPASS or ASSET score in addition to EXPLORE, PLAN, Aspire or PSAT scores.
Concurrent enrollment: If the institution requires an ACT score greater than 19 or the equivalent, the student must meet that institution's concurrent admissions and course placement requirements. If a student is a 12th grader has an ACT sub-score of at least 17 in English, reading or mathematics (or an equivalent measure) may enroll in remedial/developmental education courses in English, reading and mathematics.

Citations: ADHE Concurrent Enrollment Policy, updated July 27, 2017; Ark. Code Ann. § 6-16-1204(b)(5); AHECB Policy 3.15.3; Ark. Admin. Code 005.15.16-10.05

Cap on number of credits students may earn Not set in state policy. For endorsed concurrent enrollment: students may participate only in English, math, science and social studies courses.

Citations: A.C.A. § 6-16-1202

Students/parents must be notified of dual enrollment opportunities No
Counseling/advising is made available to students 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.

Citations: Ark. Code Ann. § 6-16-1204(b)(4)(B); ADHE Concurrent Enrollment Policy, updated July 27, 2017

Finance
Who is primarily responsible for paying tuition Concurrent enrollment: Local decision. Tuition is paid by the student/parent unless paid by a school district, college scholarship, grant, or private foundation. If the course costs are paid by the school district, a college/university scholarship, a grant, or a private foundation, a signed agreement must exist between the school district, the external entity or foundation, and the publicly-supported or private institution of higher education.

Students who are eligible for national school lunch and who enroll in concurrent courses offered on a high school campus where such a student is enrolled or where a teacher employed by the district teaches the class, are not required to pay for up to six hours of endorsed concurrent courses. In such as case, costs are to be paid a) by the district where the student is enrolled; b) by the institution of higher education offering the course, or c) through a cost-sharing agreement between the higher education institution and the enrolling district.

Endorsed Concurrent Enrollment: A state-supported two-year or four-year institution of higher education may offer a reduced tuition rate. The reduction in tuition may not be considered an institutional scholarship.

Dual enrollment: Student/parent

Citations: Ark. Code Ann. § 6-16-1204(e)(1)(A) Code Ark. R. 005.15.7-4.06

How state funds participating high schools Equal
How state funds participating postsecondary institutions Equal, for dual enrollment and credit-bearing concurrent enrollment courses, including endorsed concurrent enrollment that meet requirements on the following program components, set forth in the ADHE Concurrent Enrollment Policy (updated July 27, 2017):
  • Institution accredited by National Alliance of Concurrent Enrollment Partnerships (NACEP) or the college/university must be approved by the Arkansas Higher Education Coordinating Board (AHECB) to offer courses, including courses offered via distance technology, for concurrent credit.
  • Concurrent credit course criteria
  • AP/Concurrent or IB/Concurrent blended courses (if college/university chooses to deliver courses through this model)
  • Concurrent course ownership
  • Teaching credential

Citations: Ark. Code Ann. § 6-16-1204(e)(2); ADHE Concurrent Enrollment Policy, updated July 27, 2017

Ensuring Program Quality
Instructor qualifications component Yes. All institutions offering concurrent enrollment courses must either be accredited by the National Alliance of Concurrent Enrollment Partnerships (NACEP) or the college/university must be approved by the Arkansas Higher Education Coordinating Board (AHECB) to offer courses for concurrent credit.

In addition, instructors of concurrent enrollment and endorsed concurrent enrollment courses must have at least a master's degree that includes a minimum of 18 graduate hours of coursework in the subject area of the course.

For endorsed concurrent enrollment, the instructor's credentials must be approved by the academic unit or chief academic officer of the postsecondary institution offering the course. The instructor must also have the relevant credentials and experience necessary to teach from the syllabus approved by the postsecondary institution. For the purpose of teaching a concurrent course under this policy, an individual under contract with the school district as a teacher will not be considered an adjunct faculty member of the college/university.

The institution must provide the course instructor with staff development, supervision, and evaluation. Institutions may collaborate to provide this staff development, supervision, and evaluation.

Institutions of higher education must demonstrate “ownership” of any course offered for concurrent credit for which students are reported for funding purposes. Ownership of courses means that the college/university must (1) provide the instructors with appropriate training and orientation in course curriculum, assessment criteria, course philosophy, and administrative requirements after approval of the instructors to teach the college/university courses; and (2) ensure that instructors receive continuing collegial interaction with college faculty through professional development, required seminars, and site visits. These interactions must address topics such as course content, course delivery, student learning assessment, in-class evaluation, and professional development in the field of study.

Simply awarding college credit to students who are enrolled in concurrent courses offered by a sponsoring college/university does not meet the principle of “course ownership” as described above. 

Concurrent program requirements and guidelines required for course instruction must be provided by the college/university to the school district and concurrent instructors.

Postsecondary faculty who travel to the high school or secondary center to teach concurrent courses (and/or faculty and staff who have direct contact with the high school student) must have a criminal background check and complete the child maltreatment training course as required of public school teachers.

For a CTE course offered in a secondary area technical center: Technical instructors teaching at a secondary area technical center must have a minimum of an associate degree within the area of instruction and must have completed fingerprint and background checks and meet all college accrediting standards for instructors. Secondary area technical centers should submit documentation of these records to the Office of Workforce Training, ADWE. Centers will annually submit a list of instructors providing concurrent credit and meeting the above requirements will be given an annual waiver from teacher licensure requirements. Those instructors not meeting these requirements or instructors teaching non-concurrent credit classes must hold an Arkansas teacher permit.

Citations: Ark. Code Ann. § 6-16-1203(b); ADHE Concurrent Enrollment Policy, updated July 27, 2017; Ark. Code Ann. § 6-16-1204(b)(2) through (4); Code Ark. R. 172.00.9-IV(D)

Course quality component An endorsed concurrent enrollment course must meet the following requirements:
(1) The course must be a course offered by an institution of higher education in this state that is:
  • Approved through the institution of higher education's normal process; and
  • Listed in the institution of higher education's catalog.
(2) The course content and instruction must meet the same standards and adopt the same learning outcomes as those developed for a course taught on the campus of the institution of higher education, including without limitation:
  • The administration of any departmental exams applicable to the course; and
  • The use of substantially the same book and syllabus as is used at the college level.

Any high school that cannot furnish data on blended AP/concurrent or blended IB/concurrent test takers (during an ADE/ADHE concurrent enrollment program audit) will not be approved for the continued offering of blended AP/concurrent or blended IB/concurrent courses. 

Any college or university that participates in a concurrent enrollment program must be accredited by the National Alliance of Concurrent Enrollment Partnerships or be authorized by the Arkansas Higher Education Coordinating Board. An institution offering concurrent enrollment only on the college/university campus has satisfied the requirements for initial authorization for Concurrent Enrollment Program participation.

Citations: Ark. Code Ann. § 6-16-1204 AHECB Policy 3.15.3 through 3.15.8

Program reporting requirement Yes. To participate in the Concurrent Enrollment Program (CEP), a college/university must be accredited by the National Alliance of Concurrent Enrollment Partnerships (NACEP) or be authorized by the Arkansas Higher Education Coordinating Board (ACEHB).

The request for AHECB CEP reauthorization must include documentation of the following:

1. A current Memorandum of Understanding with each high school with whom the college/university desires to offer concurrent enrollment.
2. A current list of concurrent courses offered by course name, number (i.e. ENGL 1013), the ACTS course number, and any pre-requisites courses.
3. By academic discipline, a description of the process for assuring that concurrent course content satisfies the requirements of thecollege/university academic unit.
4. A current list of concurrent instructors offering courses for concurrent credit including a statement that each instructor meets the minimum requirements for instruction as required by AHECB and the academic department offering the concurrent credit.
5. An explanation of how grades are awarded and recorded with the college/university Registrar.
6. An analysis of student success, persistence, and retention data to determine to what extent concurrent credit courses are leading to student success for the three years prior to the reauthorization request year. 

Colleges/universities must report concurrent enrollments through the Arkansas Student Information System. In addition, department of higher education staff must submit an annual report on concurrent course enrollment to the coordinating board, to include institutional data on concurrent course offerings and locations.

At the high school level: The Department created a student-focused aggregation of indicators for school performance reports. The measures for this indicator focus on each student meeting important educational milestones (such as reading proficiently), important readiness criteria (minimum ACT score of 19 for Arkansas Academic Challenge Scholarship), and important postsecondary success indicators (attainment of AP, IB, concurrent credits). In essence, the School Quality and Student Success indicator combines measures of engagement, access, readiness, completion, and success criteria.
 

Citations: AHECB Policy 3.15.12 Code Ark. R. 005.19.15 Appendix A

Program evaluation component Yes, for concurrent enrollment. Each college/university will analyze its student success, persistence, and retention data to determine to what extent concurrent credit courses are leading to student success.

Citations: ADHE Concurrent Enrollment Policy, updated July 27, 2017

Transferability
Public postsecondary institutions required to accept credits Yes, for concurrent enrollment. By definition, an endorsed concurrent enrollment course must be listed in the Department of Higher Education's Arkansas Course Transfer System (ACTS). In addition, general education courses offered for concurrent credit must be listed in ACTS. 

 

Citations: Ark. Code Ann. § 6-16-1202(2)(C); Ark. Admin. Code 005.15.16-3.05; ADHE Concurrent Enrollment Policy, updated July 27, 2017


California
Program Basics
Statewide policy in place Yes
Definition or title of program State has two programs: Under the state's original program (no title in statute) authorizing part-time college or university attendance for high school students, the governing board of a community college district may admit to any community college under its jurisdiction a student eligible to attend community college as a special part-time or full-time student under Section 48800 or 48800.5. An 11th or 12th grader may also be enrolled part time in classes of the California State University or University of California for academic credit.

2015 A.B. 288 authorizes creation of a College and Career Access Pathways partnership between a community college governing board and a school district, for the purpose of offering or expanding dual enrollment opportunities for students who may not already be college bound or who are underrepresented in higher education. The statutes governing the College and Career Access Pathways partnerships are repealed effective January 1, 2022.

Citations: West's Ann. Cal. Educ. Code § 76001, West's Ann. Cal. Educ. Code § 46146(a) Ed Code, Section 76004

Where courses provided Both programs
  • At high school
  • At postsecondary institution

Citations: § 76002(a)(3); 76004(j)

Postsecondary and/or secondary credit earned Original program: Not specified. Credit for courses completed is at the level determined to be appropriate by the school district and community college district governing boards.

College and Career Access Pathways partnerships: Not specified

Citations: West's Ann. Cal. Educ. Code § 76001(c)

Students may take developmental/remedial courses through dual enrollment program College and Career Access Pathways partnerships: Yes. The CCAP partnership agreement must certify that any remedial course taught by community college faculty at a partnering high school is offered only to high school students who do not meet their grade level standard in English and/or math on an interim assessment in grade 10 or 11, as determined by the partnering school district, and must involve a collaborative effort between high school and community college faculty to deliver an innovative remediation course in the student's junior or senior year to ensure the student is prepared for college-level work upon graduation.

Citations: West's Ann. Cal. Educ. Code § 48800(d)(3)(C) Ed. Code 76004(n)

CTE component Original program: 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.

College and Career Access Pathways partnerships: Statute provides that one of the explicit purposes of a College and Career Access Pathways (CCAP) partnership is to offer or expand dual enrollment opportunities for students who may not already be college bound or who are underrepresented in higher education, with the goal of developing seamless pathways from high school to community college for career technical education.

Citations: 1-2: West's Ann. Cal. Educ. Code § 88532(i) 3: Ed Code 76004(a)

Unique characteristics Original program: If a community college governing board denies a request for a special part-time or full-time enrollment for a pupil identified as highly gifted, the board must record its findings and the reasons for denial of the request in writing within 60 days. The written recommendation and denial must be issued at the next regularly scheduled board meeting that falls at least 30 days after the request has been submitted.

A community college district governing board must assign a low enrollment priority to special part-time or full-time students in order to ensure that these students do not displace regularly admitted students.

The parent of a student not enrolled in a public school may directly petition the president of any community college to authorize the pupil’s attendance at the community college as a special part-time or full-time student on the ground that the pupil would benefit from advanced scholastic or vocational work that would thereby be available.

College and Career Access Pathways partnerships: College and Career Access Pathways (CCAP) partnerships are intended to offer or expand dual enrollment opportunities for students who may not already be college bound or who are underrepresented in higher education, with the goal of developing seamless pathways from high school to community college for career technical education or preparation for transfer, improving high school graduation rates, or helping high school pupils achieve college and career readiness.

A copy of each CCAP partnership agreement must be filed with the office of the Chancellor of the California Community Colleges and with the department before the start of the CCAP partnership. The chancellor may void any CCAP partnership deemed not to be in compliance wtih the intent of CCAP partnership agreement requirements.

The CCAP partnership must certify that any community college instructor teaching a course at the partnering high school has not displaced or resulted in the termination of an existing high school teacher teaching the same course at the high school, and that a high school instructor has not displaced or resulted in the termination of a community college faculty member teaching the same course at the partnering community college. ?The CCAP partnership must also certify that both the school district and community college district partners comply with local collective bargaining agreements and all state and federal reporting requirements regarding the qualifications of the teacher or faculty member teaching a CCAP partnership course offered for high school credit.

The CCAP partnership agreement must include a certification by the community college district that: 
  • A community college course offered for college credit at the high school does not reduce access to the same course offered at the community college.
  • A community college course that is oversubscribed or has a waiting list may not be offered in the CCAP partnership.
  • Participation in a CCAP partnership is consistent with the core mission of the community colleges as set forth in statute, and that students participating in a CCAP partnership will not displace otherwise eligible adults in the community college.

Citations: 1: Educ. Code § 76001(b), § 48800(b) 2: West's Ann. Cal. Educ. Code § 76001(e)(1) 3: West's Ann. Cal. Educ. Code § 48800.5(c) 4: West's Ann. Cal. Educ. Code 76004(a), (c)(3), (i), (k), (l)

Access
Offering mandatory or voluntary Both programs: Voluntary

Original program: However, statute permits a parent to petition a district governing board to authorize a student’s attendance as a special full-time student at a community college. A parent may file an appeal to a petition with the county board of education.

College and Career Access Pathways partnerships: Each CCAP partnership agreement must outline the terms of the partnership, including the total number of high school students to be served. However, the statewide number of full-time equivalent students claimed as special admits may not exceed 10% of the total number of full-time equivalent students claimed statewide.

Citations: West's Ann. Cal. Educ. Code § 76001(e)(1), West's Ann. Cal. Educ. Code § 48800.5(a) Ed Code § 76004(c)(1), (w)

College partners can be 2-year/4-year/both Original program: Both

College and Career Access Pathways partnerships: Two-year
Student eligibility requirements Original program:
  • Written approval/recommendation. From school principal—for community college and CSU admission as special student.
  • Meet entrance requirements set by postsecondary institution. A CSU campus may admit a high school student if the appropriate campus authority judges the student's preparation and ability such that the probability of the student's academic success at the campus is equivalent to that of traditionally admitted first-time freshmen.
  • Not specified. A community college governing board may restrict admission/enrollment of a special part- or full-time student based on age, grade level, or demonstrated eligibility for instruction using assessment methods and procedures, pursuant to regulations adopted by the Board of Governors of the California Community Colleges.
  • Other. Parental permission, for special student at community college.
A parent of a student, regardless of the student’s grade level, may petition a district governing board to authorize the child’s attendance as a special full-time student at a community college. A parent may file an appeal with the county board of education.

College and Career Access Pathways partnerships
  • Not specified. The CCAP partnership agreement must include criteria to assess the ability of students to benefit from CCAP courses.
  • Other. Parental consent for student to enroll in community college courses.

Citations: Written approval: Educ. Code § 48800(a); 5 CCR § 40758 Meet entrance requirements: 5 CCR § 40758 Not specified: West's Ann. Cal. Educ. Code § 76002(b) Other: Educ. Code § 48800(a) Last bit: § 48800.5(a) CCAP: Both bullets: Ed. Code 76004(c)(1)

Cap on number of credits students may earn Original program: No — student may enroll as part- or full-time student at a community college. However, if a student is enrolled as a part-time student, the student may enroll in no more than 11 units per semester.

In addition, a principal may not recommend for community college summer session attendance more than 5% of the total number of pupils who have just completed that grade. Exceptions provided for courses in the Intersegmental General Education Transfer Curriculum or California State University general education requirements, certain occupational courses, and non-college-credit-bearing courses for high school seniors who have not passed the California High School Exit Examination (CAHSEE).

College and Career Access Pathways partnershipsNo — student may enroll as part- or full-time student. However, a student participating as a special part-time student may enroll in a maximum of 15 units per term if all the following conditions are satisfied:
  • The units are no more than 4 community college courses per term
  • The units are part of an academic program that is part of a CCAP partnership agreement
  • The units are part of an academic program designed to award students both a high school diploma and associate degree or certificate or credential.
In addition, the statewide number of full-time equivalent students claimed as special admits may not exceed 10% of the total number of full-time equivalent students claimed statewide.

Citations: 1+2 West's Ann. Cal. Educ. Code § 76001(a) and (c), § 48800(a) and (d)(3) 3 Ed Code 76004(p). 76004(s) makes clear students may enroll as full-time students 4: 76004(w)

Students/parents must be notified of dual enrollment opportunities Both programs: No
Counseling/advising is made available to students Both programs: Not set in state policy
Finance
Who is primarily responsible for paying tuition Original program: Student/parent. A community college district may exempt special part-time students from fee requirements, but is not required to do so.

College and Career Access Pathways partnerships: Unclear. A high school student may not be assessed a fee prohibited by Section 49011.

Citations: West's Ann. Cal. Educ. Code § 76300(f)

How state funds participating high schools Original program: Equal, with qualifications. A school district may count a student as full-time for funding purposes if the student attends school at least three hours a day and is either enrolled at a community college as a special part-time student, or is an 11th or 12th grader enrolled part-time in classes of the California State University or University of California for academic credit. However, a district board may allow a student to attend school for less than the minimum school day if the board finds this to be in the student’s best interests.

A student enrolled as a special full-time student at a community college is exempt from compulsory school attendance requirements and as such, would not generate revenue for the school district.

College and Career Access Pathways partnerships: Equal with qualifications. A district (high school or community college) may not receive a state allowance or apportionment for an instructional activity for which the partnering district has been, or will be, paid an allowance or apportionment. A high school student's attendance at a community college as a special part-time or full-time student is authorized attendance for which the community college must be credited or reimbursed, provided that no school district has received reimbursement for the same instructional activity.

Citations: West's Ann. Cal. Educ. Code § 48802(b), § 48801, 46146); West's Ann. Cal. Educ. Code § 48800.5(b) Ed. Code 76004(r), (s)

How state funds participating postsecondary institutions Original program: Equal, with qualifications. A community college may include high school students in the district’s report of full-time equivalent students only if the class is open to the general public, and is advertised as such in the college catalog, and/or the regular schedule of classes, and/or an addendum to the college catalog or regular schedule of classes. An exception is provided for a class offered at a high school after the regular schedule of classes is published.

Dual enrollment students funded at a higher level for special full-time students at a community college. A college is credited with additional units of average daily attendance for these students.

A community college district may not receive state apportionments for special part-time and full-time students enrolled in physical education courses in excess of 5% of the district's total reported full-time equivalent enrollment of special part-time and full-time students.

College and Career Access Pathways partnerships: Equal, with qualifications. A district (high school or community college) may not receive a state allowance or apportionment for an instructional activity for which the partnering district has been, or will be, paid an allowance or apportionment. The CCAP partnership agreement must outline the terms of the CCAP partnership, including the total number of high school students to be served and the total number of full-time equivalent students projected to be claimed by the community college district for those students. A community college district conducting a closed course on a high school campus must be credited with those units of full-time equivalent students attributable to the attendance of eligible high school students. The attendance of a high school student at a community college as a special part-time or full-time student is authorized attendance for which the community college must be credited or reimbursed, provided that no school district has received reimbursement for the same instructional activity.

The chancellor of the California Community Colleges must ensrue that the number of full-time equivalent students generated by CCAP partnerships is reported pursuant to statutory requirements. The statewide number of full-time equivalent students claimed as special admits may not exceed 10% of the total number of full-time equivalent students claimed statewide.

Citations: West's Ann. Cal. Educ. Code § 48800.5(e), West's Ann. Cal. Educ. Code § 76002(a)(1) and (4) CCAP: Ed code 76004(r), (s), (t)(3), (w)

Ensuring Program Quality
Instructor qualifications component Original program: Not set in state policy

College and Career Access Pathways partnerships: No, for equivalency of instructor qualifications to postsecondary faculty qualifications or course content. However, the CCAP partnership agreement must certify that any community college instructor teaching a course on a high school campus has not been convicted of sex offenses or any substance offense as defined in statute. In addition, the CCAP partnership must also certify that both the school district and community college district partners comply with local collective bargaining agreements and all state and federal reporting requirements regarding the qualifications of the teacher or faculty member teaching a CCAP partnership course offered for high school credit.

Citations: CCAP: Ed Code 76004(h), (l)

Course quality component Both programs:  Not set in state policy
Program reporting requirement Original program: Yes. The Chancellor of the California Community Colleges must annually submit to the department of finance and the legislature a report on the amount of FTEs claimed by each community college district for special part- time and special full-time students for the preceding academic year in the following class categories:
  • Noncredit
  • Nondegree-applicable
  • Degree-applicable, excluding physical education
  • Degree-applicable physical education.
The report must also indicate the number of high school students who enroll in community college summer courses and receive a passing grade.

College and Career Access Pathways partnerships: Yes. For each CCAP partnership agreement, the community college district and school district must annually report to the Chancellor of the California Community Colleges: 
  • The total number of high school students by school enrolled in each CCAP partnership, aggregated by gender and ethnicity, and reported in compliance with all applicable state and federal privacy laws
  • The total number of community college courses enrolled in by participants, by course category and type, and by school
  • The total number and percentage of successful CCAP course completions, by course category and type, and by school
  • The total number of full-time equivalent students generated by CCAP partnership community college district participants
In addition, the CCAP partnership agreement must specify which participating district will (1) be the employer of record for purposes of assignment monitoring and reporting to the county office of education, and (2) assume reporting responsibilities pursuant to applicable federal teacher quality mandates.

Citations: West's Ann. Cal. Educ. Code § 76002(c) and 48800(d)(4) Ed Code 76004(t), (m)

Program evaluation component Original program: Not set in state policy

College and Career Access Pathways partnerships: Yes. By January 2021, the chancellor of the California Community Colleges must prepare a summary report that includes an evaluation of the CCAP partnerships, an assessment of trends in the growth of special admits systemwide and by campus, and, based on the data collected as required by statute, recommendations for program improvements, including: 
  • Any recommended changes to the statewide cap on special admit full-time equivalent students to ensure adults are not being displaced
  • Any recommendations concerning the need for additional student assistance or academic resources to ensure the overall success of the CCAP partnerships.
In addition, a copy of each CCAP partnership agreement must be filed with the office of the Chancellor of the California Community Colleges and with the department before the start of the CCAP partnership. The chancellor may void any CCAP partnership deemed not to be in compliance wtih the intent of CCAP partnership agreement requirements.

Citations: CCAP: Ed Code 76004(t)(2) Ed Code 76004(c)(3)

Transferability
Public postsecondary institutions required to accept credits Both programs: Unclear

However, 2015 A.B. 288 creating the College and Career Access Pathways partnership includes statements of legislative intent that (1) allowing a greater and more varied segment of high school pupils to take community college courses could provide numerous benefits to both the pupils and the state, such as increasing the number of community college students who transfer and complete a degree, and (2)  dual enrollment partnerships, school districts and community college districts could create clear pathways of aligned, sequenced coursework that would allow students to more easily and successfully transition to for-credit, college-level coursework leading to an associate degree, transfer to the University of California or the California State University, or to a program leading to a career technical education credential or certificate.

Colorado
Program Basics
Statewide policy in place Yes
Definition or title of program Colorado has two programs: Concurrent Enrollment allows students in grades 9-12 to enroll in postsecondary coursework, including coursework related to apprenticeship programs or internship programs.

The ASCENT (accelerating students through concurrent enrollment) or “5th year” program allows students who do not need postsecondary remediation and who have completed or are on schedule to complete at least 12 hours of postsecondary coursework prior to the end of 12th grade to concurrently enroll in postsecondary courses in the year after the student was enrolled in 12th grade. An ASCENT participant is not considered a high school graduate until completing participation in the ASCENT program and any remaining graduation requirements.

Unless otherwise indicated, all provisions in this profile refer to concurrent enrollment.

Citations: Concurrent enrollment: Colo. Rev. Stat. Ann. § 22-35-103(6)(a)
ASCENT: Colo. Rev. Stat. Ann. § 22-35-103(1.5), -108

Where courses provided
  • At high school
  • At postsecondary institution
  • Virtual program
Postsecondary and/or secondary credit earned Both
Students may take developmental/remedial courses through dual enrollment program Yes - but limited to 12th graders.

Citations: Colo. Rev. Stat. Ann. § 22-35-104(1)(c), (d)

CTE component 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.

The definition of concurrent enrollment includes coursework related to apprenticeship programs or internship programs. The concurrent enrollment advisory board is required to collaborate with the department of education, the department of labor and employment, the community college system, the local district junior colleges, area vocational schools, and the Colorado workforce development council to create standard recommendations to advise and assist K-12 education providers in developing concurrent enrollment cooperative agreements that include coursework related to apprenticeship programs and internship programs.

Citations: Colo. Rev. Stat. Ann. § 22-35-104(13) and (14) Colo. Rev. Stat. Ann. § 22-35-107(6)(f)

Unique characteristics Concurrent Enrollment and ASCENT: A “legislative declaration” makes clear that 2009 policy changes were intended to expand the mission of concurrent enrollment programs to serve a wider range of students, particularly those who represent communities with historically low college participation rates, and enhance program access and quality.

Concurrent Enrollment: 2015 H.B. 1275 amends the definition of concurrent enrollment to include coursework related to apprenticeship programs or internship programs. The legislation also directs the concurrent enrollment advisory board to collaborate with the department of education, the department of labor and employment, the community college system, the local district junior colleges, area vocational schools, and the Colorado workforce development council to create standard recommendations to advise and assist K-12 education providers in developing concurrent enrollment cooperative agreements that include coursework related to apprenticeship programs and internship programs.

In considering applications for a student to concurrently enroll in an institution of higher education, a superintendent, designee, or chief administrator must give priority consideration to qualified students who, by the time they would concurrently enroll, will have completed the high school graduation requirements and are applying for concurrent enrollment to begin earning credits toward a postsecondary degree or certificate or, if required to complete basic skills courses, to complete the courses during the remainder of the 12th-grade year.

A cooperative agreement between a local education provider and an institution of higher education must include consideration and identification of ways in which concurrently enrolled students can remain eligible for interscholastic high school activities.

Each high school student must have an individual career and academic plan. Each plan must include a career planning and guidance component and a portfolio that reflects, among other components, any concurrent enrollment credits earned.

Concurrent enrollment students must register for the College Opportunity Fund (COF) stipend. Participating students must confirm their understanding that with the exception of basic skills credits, credits earned will be deducted from the COF lifetime account (145.0 credit hours) for courses being taken at institutions of higher education that participate in the College Opportunity Fund.

ASCENT: The department of education includes ASCENT program participants in school accountability reporting requirements, including graduation rates, regardless of whether an ASCENT program participant has completed his/her graduation requirements.

A 13-member concurrent enrollment advisory board includes representatives of the state systems of K-12 and higher education, gubernatorial representatives, the director of accreditation and regional services in the department of education (or designee), and two representatives of postsecondary career and technical education programs. The board is responsible for (1) establishing guidelines for the administration of the ASCENT program, (2) advising and assisting local education providers and institutions of higher education in preparing cooperative agreements, and (3) making recommendations as necessary to the general assembly, the state board, and the commission concerning the improvement or updating of state policies relating to concurrent enrollment programs, including but not limited to recommendations of policies that will allow every local education provider in the state to have adequate resources to enter into at least one cooperative agreement and recommendations of a funding allocation model. The board must annually report to the state board and the commission on higher education on any guidelines the board has established for administration of the ASCENT program, and any recommendations the board makes to improve or update state policies relating to concurrent enrollment programs.
 

Citations: 1: § 22-35-102
2: § 22-35-103(6)(a)
3: § 22-35-104(2)(b)
4: § 22-35-104(6)(b)(VII)
5: § 22-2-136(2)(a)(II)
6: 1 Colo. Code Regs. 301-86:2.01(2)(e)(v)
7: § 22-35-108(5)
8: § 22-35-107

Access
Offering mandatory or voluntary Concurrent Enrollment: Voluntary. Student participation subject to approval by district superintendent or designee (or charter school or BOCES administrator), and postsecondary institutions are not required to enter into a cooperative agreement with a local education provider or allow the concurrent enrollment of eligible students. However, each public institution of higher education is strongly encouraged to allow the concurrent enrollment of qualified students. 

A 2018 amendment to state law requires the Colorado Commission on Higher Education (CCHE) to establish a policy allowing a two-year institution of higher education to provide concurrent enrollment courses or programs to a local education provider located outside the institution's approved service area. The policy must apply when the two-year institution that serves the area where the local provider is located declines to provide a concurrent enrollment course or program.

This does not prevent two-year institutions from entering into a voluntary service waiver agreement allowing one institution to provide a concurrent enrollment course within the service area of another institution. A concurrent enrollment course offered by an institution outside of its service area must be funded as though offered within the service area.

An institution of higher education may limit the number of qualified students the institution allows to enroll. If an institution of higher education refuses to allow a qualified student to concurrently enroll, the institution must provide a written explanation of its refusal to the student and the student's local education provider.
 

ASCENT: Voluntary. Student must be selected by his/her principal.

Citations: CE: Colo. Rev. Stat. Ann. § 23-35-104(10) and -109 Colo. Rev. Stat. Ann. § 23-1-109(6) (b) and (c)
ASCENT: Colo. Rev. Stat. Ann. § 22-35-108(2)(a)(III)

College partners can be 2-year/4-year/both Both. Postsecondary career and technical education programs and accredited private baccalaureate-awarding institutions may also participate.

Citations: Colo. Rev. Stat. Ann. § 22-35-103

Student eligibility requirements
  • Written approval/recommendation. From district superintendent or designee. For charter school or board of cooperative services (BOCES) high school students, approval from the chief administrator of the charter school or BOCES high school.
  • Meet entrance requirements set by postsecondary institution
  • Other: Student must develop an academic plan of study describing all the courses the student intends to complete to satisfy his/her remaining graduation requirements. Before the student’s concurrent enrollment, the principal, a counselor, or a teacher advisor must approve the academic plan of study. For ASCENT program, a student must be selected by his/her principal, and designated by the department of education. An eligible student must be under age 21, have completed or be on schedule to complete at least 12 postsecondary credit hours before the end of 12th grade, not be in need of a basic skills course, be accepted into a postsecondary degree program at an institution of higher education, and meet any other selection criteria established by the Concurrent Enrollment Advisory Board.

Citations: Concurrent enrollment: Colo. Rev. Stat. Ann. § 22-35-104 ASCENT: Colo. Rev. Stat. Ann. § 22-35-108

Cap on number of credits students may earn No. With the exception of limits for students retained in grade 12 for not satisfying local graduation requirements by the end of grade 12, the state board may not limit the number of postsecondary courses, including academic courses and career and technical education courses, in which a qualified student may concurrently enroll during grades 9-12.

Students retained in grade 12 for not satisfying local graduation requirements by the end of grade 12 may not enroll in more than a total of nine credit hours, including basic skills courses. Such a student may not enroll in more than 6 credit hours of postsecondary coursework in a semester if registered as a full-time student in his/her district or high school, or more than 3 credit hours of postsecondary coursework in a semester if registered as a part-time student in his/her district or high school.

Citations: Colo. Rev. Stat. Ann. § 22-35-104(1)(e) Colo. Rev. Stat. Ann. § 22-35-104(1)(d)

Students/parents must be notified of dual enrollment opportunities Yes. Each district, board of cooperative services (BOCES), and charter school must annually notify all students and parents of the opportunity for concurrent enrollment by qualified students in postsecondary courses, including academic courses and career and technical education courses, which may include coursework related to apprenticeship programs or internship programs. Notice must include the local provider's timelines that could affect students' eligibility and a statement informing students that dual enrollment could significantly reduce college expenses, increase the likelihood of completing college, and help to earn workforce skills. Local education providers must also notify students and parents (either electronically or in writing) of all postsecondary courses offered at the local facility as well as those offered at the institution of postsecondary education, the cost of each course, and the options for enrollment for all courses at least six weeks prior to the beginning of the enrollment period.

In addition, state law requires local education providers to notify a student and his or her parent or guardian if the student enrolls in a postsecondary course that does not meet the statutory requirements for concurrent enrollment programs. The postsecondary institution is required to inform the local agency whether a course meets the requirements for dual enrollment.

 

Citations: Colo. Rev. Stat. Ann. § 22-35-104(1)(b)

Counseling/advising is made available to students 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). At a minimum, each public school shall ensure that, in developing and maintaining each student's ICAP, the counselor or teacher explains to the student's parent or legal guardian, by electronic mail or other written form, and to the student: (A) The requirements for and benefits of concurrently enrolling in courses with an institution of higher education pursuant to the "Concurrent Enrollment Programs Act." Based on a request from the student or the student's parent or legal guardian, the counselor or teacher must assist the student in course planning to enable the student to concurrently enroll in courses with an institution of higher education. (B) The various career pathways created and the types of certificates and jobs to which each pathway leads; and (C) The skills and educational opportunities available through military enlistment. In discussing military enlistment with a student and his or her parent, each public school is encouraged to provide to the student information concerning the military enlistment test.

Where possible, each district and/or charter school is to demonstrate that professional development is in place for school counselors, school administrators, school personnel and/or Approved Postsecondary Service Providers for implementation of ICAP process.

Citations: para 1: Colo. Rev. Stat. Ann. § 22-35-104 (6)(b)(IV); 1 Colo. Code Regs. 301-86:2.01(2)(c)(i) and (ii),
paragraphs 2, 3: Colo. Rev. Stat. Ann. § 22-32-109(oo)(III); 1 Colo. Code Regs. 301-81:2.01(1)(b)(c)

Finance
Who is primarily responsible for paying tuition Local education provider (i.e., school district, charter school, or board of cooperative services (BOCES). A cooperative agreement must establish the tuition rate at which the local education provider pays the institution of higher education for any courses in which a student concurrently enrolls. The tuition rate must not exceed the student share of the tuition rate established for Colorado residents enrolled in the course (or if offered by a four-year institution, the student share of the tuition rate established for Colorado residents enrolled in a general studies course at a community college). However, nothing prohibits an institution of higher education from charging tuition or associated fees to a student or his/her parent or in addition to the tuition paid by the student's local education provider. If the student does not complete the course without the consent of the student’s principal, the student and parent must reimburse the local education provider for tuition paid.

Citations: Colo. Rev. Stat. Ann. § 22-35-104 (6)(b)(III) Colo. Rev. Stat. Ann. § 22-35-105(3) and (4)

How state funds participating high schools Both programs: Equal.

ASCENT students may be included in the funded pupil counts, or, in the case of a student enrolled in an institute charter school, in the school's accounting district. A local education provider that receives extended high school funding in a budget year for ASCENT program participants may expend the funding on behalf of ASCENT program participants who enroll in an institution of higher education during that budget year and on behalf of ASCENT program participants who, by May 1 of that budget year, are admitted to an institution of higher education to participate in the ASCENT program during the next budget year.

Citations: Colo. Rev. Stat. Ann. § 22-35-105(2)(a), 22-35-108(3)

How state funds participating postsecondary institutions Equal

Citations: Colo. Rev. Stat. Ann. § 22-35-105(2)(b)

Ensuring Program Quality
Instructor qualifications component Yes. The postsecondary institution is responsible for the quality of instruction. Instructors of CTE courses, including courses related to an apprenticeship or internship program, must possess a current career and technical education teaching credential that has been authorized by the state board for community colleges and occupational education.

A postsecondary instructor may not be required to hold a teacher’s license.
Course quality component Yes. The postsecondary institution is responsible for course content. 

Citations: C.R.S.A. § 22-35-105(2)

Program reporting requirement Yes. The department of education and department of higher education must annually report to the education committees of the senate and house of representatives on concurrent enrollment students. The report must include (for the previous school year):
  • The number and names of local education providers and institutions of higher education that have entered into cooperative agreements, including cooperative agreements concerning course work related to apprenticeship programs and internship programs
  • The number of students who participated in a concurrent enrollment program, including subtotals for each local education provider and each institution of higher education
  • Demographic information about students who participated in a concurrent enrollment program
  • The total number of credit hours completed at each institution of higher education by concurrent enrollment program students
  • The total number of basic skills courses completed at each institution of higher education in by concurrent enrollment students
  • The total tuition costs paid by local education providers to institutions of higher education in on behalf of concurrent enrollment program students, including subtotals for each local education provider and each institution of higher education
  • The total number of students designated by the department as ASCENT program participants
  • The postsecondary degree and certificate programs in which ASCENT program participants were concurrently enrolled, including subtotals indicating how many ASCENT program participants concurrently enrolled in each postsecondary degree and certificate program
  • Data indicating the total number and percentages of qualified students who failed to complete at least one course in which they concurrently enrolled
  • To the extent possible, data indicating the total number and percentage of students who concurrently enrolled in college courses who have completed a postsecondary degree.
These reports may include quantitative and qualitative analyses concerning student and administrator attitudes and behaviors, program costs and productivity, academic and administrative policies, program availability and variety, or any objectives of the ASCENT program, which studies may be prepared by a party other than the department or the department of higher education.

The institution of higher education must use the student’s unique student identifier.

In addition, school performance reports (public school accountability reports) must indicate concurrent enrollment courses made available by the school online or on the school campus.

Citations: Para 1: Colo. Rev. Stat. Ann. § 22-35-112(2)
Para 2: Colo. Rev. Stat. Ann. § 22-35-112(3)
Para 3: 1 Colo. Code Regs. 301-1:2202-R-11.05(F)(13))

Program evaluation component 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.

Citations: Colo. Rev. Stat. Ann. § 22-35-107

Transferability
Public postsecondary institutions required to accept credits Yes, provided a course is a gtPathways (Guaranteed Transfer) course. Students who complete a state guaranteed general education course with a C- or higher will receive transfer credits applied to graduation requirements in all majors at all public institutions unless a specific statewide articulation agreement exists. More than 500 lower-division general education courses in 20 subject areas are approved for guaranteed transfer.

Citations: Section I-L, Colorado Commission on Higher Education (CCHE) Policies and Procedures 


Connecticut
Program Basics
Statewide policy in place Yes
Definition or title of program No title. Local boards of education may grant students credit for a course completed at an accredited (by the Board of Regents for Higher Education or the Office of Higher Education or regionally accredited) public or private institution (or online course offered by such institutions, if the local or regional board of education has adopted a policy on awarding of credit for online coursework) toward completion of high school graduation requirements.

Career technical students enrolled in the department of labor apprenticeship program may earn college credit (not secondary credit).

Citations: Conn. Gen. Stat. Ann. § 10-221a(g), Conn. Gen. Stat. Ann. § 10a-72d

Where courses provided
  • Not specified
  • Virtual program

Citations: Conn. Gen. Stat. Ann. § 10-221a

Postsecondary and/or secondary credit earned Not specified. However, districts are permitted to grant a student credit for courses successfully completed during the school year or summer months at an institution accredited by the Board of Regents for Higher Education or Office of Higher Education or regionally accredited.

Citations: Conn. Gen. Stat. Ann. § 10-221a(g)

Students may take developmental/remedial courses through dual enrollment program Not set in state policy
CTE component 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.

Citations: Conn. Gen. Stat. Ann. § 10a-72d

Unique characteristics None identified
Access
Offering mandatory or voluntary Voluntary
College partners can be 2-year/4-year/both Both. Non-profit and for-profit colleges, universities, and occupational schools that are accredited by the Board of Regents or the Office of Higher Education or are regionally accredited are also eligible to participate.

Citations: Conn. Gen. Stat. Ann. § 10-221a(g)

Student eligibility requirements
  • Not specified
Cap on number of credits students may earn Not set in state policy
Students/parents must be notified of dual enrollment opportunities No
Counseling/advising is made available to students Not set in state policy
Finance
Who is primarily responsible for paying tuition Student/parent

Citations: Response from CT DOE to CT profile

How state funds participating high schools Equal
How state funds participating postsecondary institutions Equal
Ensuring Program Quality
Instructor qualifications component Yes, for online courses.

Citations: Conn. Gen. Stat. Ann. § 10-221a(g)

Course quality component Yes, for online courses. Students may apply postsecondary online courses toward high school graduation requirements if the local or regional board of education has adopted a policy on awarding of graduation credit for online coursework. Local policies must ensure that, if a course is offered by an accredited postsecondary institution, (1) the workload required by the online course is equivalent to that of a similar course taught in a traditional classroom setting, (2) the content is rigorous and aligned with state board-approved curriculum guidelines, where appropriate, (3) the course engages students and has interactive components, including required interactions between students and their teachers, participation in on-line demonstrations, discussion boards or virtual labs, and (4) the program of instruction is planned, ongoing and systematic.

Citations: Conn. Gen. Stat. Ann. § 10-221a(g)

Program reporting requirement Not set in state policy
Program evaluation component Not set in state policy
Transferability
Public postsecondary institutions required to accept credits No

Delaware
Program Basics
Statewide policy in place Yes
Definition or title of program Dual Enrollment. “Dual Credit” refers to the awarding of both high school and postsecondary credit.

Citations: 14 Del. Admin. Code 506

Where courses provided
  • At high school
  • At postsecondary institution
  • Virtual program
Students must have multiple points of access for dual credit and dual enrollment course(s) including, but not limited to, course(s) offered on the high school campus, course(s) offered on the postsecondary institution campus, course(s) offered online, or a combination of the above.

Citations: 14 Del. Admin. Code 506

Postsecondary and/or secondary credit earned Both

Citations: 14 Del. Admin. Code 506

Students may take developmental/remedial courses through dual enrollment program Not set in state policy
CTE component 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.

Citations: 14 Del. Admin. Code 506

Unique characteristics No student may be denied access to dual enrollment courses because of the student's or family's inability to pay.

Dual enrollment and dual credit must be included in the Student Success Plan (SSP), for students electing to participate in dual enrollment.

Citations: 14 Del. Admin. Code 506

Access
Offering mandatory or voluntary Voluntary
College partners can be 2-year/4-year/both Both. Regionally accredited private institutions may also participate.

Citations: 14 Del. Admin. Code 506

Student eligibility requirements
  • Not specified. The articulation agreement between the district, school, or charter school and the institution must specify student eligibility and participation requirements. Student eligibility and participation requirements must be based on multiple indicators of readiness such as, but not limited, to a combination of tests, course grades, teacher recommendations or portfolios.

Citations: 14 Del. Admin. Code 506

Cap on number of credits students may earn Not set in state policy
Students/parents must be notified of dual enrollment opportunities No. All students must be provided information about dual enrollment and dual credit opportunities, but policy does not require parental notification.

Citations: 14 Del. Admin. Code 506, 3.1.3

Counseling/advising is made available to students Not set in state policy. However, counselors should include dual enrollment courses planned/taken in the Student Success Plan that is reviewed annually.
Finance
Who is primarily responsible for paying tuition Local decision. Payment of tuition varies depending upon the type of dual enrollment and district policy -- may be paid by the district, grant-funded, paid by the student or student's parent, or covered by waivers for eligible students.

Funding sources such as grants must be identified, as well as the procedures for applying and the procedures for awarding such funds or waivers. No student may be denied access to dual credit or dual enrollment courses because of the student's or family's inability to pay.

The Delaware legislature has appropriated $1.5 million annually since 2014 for college access funding. The appropriation includes a line item to cover dual enrollment tuition, books, and other expenses, (including student transportation as needed), for low-income students. Funds are automatically awarded to districts retroactively based on the percentage of low-income dually enrolled students reported to the department of education.

Delaware colleges have developed a price structure for dual enrollment courses. Schools are offered a flat rate per section of a course offered at a high school, rather than a per-student rate, making the offering of dual enrollment more affordable for schools.

Citations: para 1-2: 14 Del. Admin. Code 506 para 3: Correspondence with state contact para 4: Correspondence with state contact

How state funds participating high schools Equal
How state funds participating postsecondary institutions Equal
Ensuring Program Quality
Instructor qualifications component Yes. All dual credit courses must be taught by an approved Dual Credit Instructor, who must meet the requirements of a faculty member or adjunct faculty member at the credit-granting institution.
 

Citations: 14 Del. Admin. Code 506.2, 3.1.7

Course quality component Yes. The articulation agreement between the district, school, or charter school and institution must specify the course syllabus, the expected course competencies, grading policy, attendance policy, and conditions for awarding dual credit.

All dual credit courses must incorporate any applicable state content standards.

Citations: 14 Del. Admin. Code 506

Program reporting requirement Not set in state policy
Program evaluation component Not set in state policy
Transferability
Public postsecondary institutions required to accept credits No. However, they have agreed to accept credits for courses in which students earn a "C" or higher.

District of Columbia
Program Basics
Statewide policy in place Yes
Definition or title of program Dual Enrollment

*However, current practice does not reflect regulatory provisions*

Citations: D.C. Mun. Regs. Subt. 5-A, § 2400.1

Where courses provided
  • At postsecondary institution
*However, current practice does not reflect regulatory provisions*

Citations: D.C. Mun. Regs. Subt. 5-A, § 2400.1

Postsecondary and/or secondary credit earned Both

*However, current practice does not reflect regulatory provisions*

Citations: D.C. Mun. Regs. Subt. 5-A, § 2400.1

Students may take developmental/remedial courses through dual enrollment program Not set in state policy

*However, current practice does not reflect regulatory provisions*

 

CTE component Not set in state policy

Unique characteristics An LEA that implements a dual enrollment program must notify parents that postsecondary institution employees are not subject to the criminal background checks that are applicable to elementary and secondary school employees.

Citations: D.C. Mun. Regs. Subt. 5-A, § 2404.3

Access
Offering mandatory or voluntary Voluntary. To implement a dual enrollment program for its students, an LEA must develop a Dual Enrollment Partnership Agreement with a partnering postsecondary institution. No language in a Dual Enrollment Partnership Agreement may require partnering postsecondary institutions to admit dual enrollment students from an LEA.

*However, current practice does not reflect regulatory provisions*

Citations: D.C. Mun. Regs. Subt. 5-A, § 2400.2 and 2401.2

College partners can be 2-year/4-year/both Both. Accredited not-for-profit private institutions may also participate.

Citations: D.C. Mun. Regs. Subt. 5-A, § 2499.1

Student eligibility requirements
  • Not specified. Determined in the Dual Enrollment Partnership Agreement an LEA develops with a partnering postsecondary institution.
*However, current practice does not reflect regulatory provisions*

Citations: D.C. Mun. Regs. Subt. 5-A, § 2401.1

Cap on number of credits students may earn Not set in state policy

*However, current practice does not reflect regulatory provisions*
Students/parents must be notified of dual enrollment opportunities No

*However, current practice does not reflect regulatory provisions*
Counseling/advising is made available to students 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.

*However, current practice does not reflect regulatory provisions*

Citations: D.C. Mun. Regs. Subt. 5-A, § 2401.1

Finance
Who is primarily responsible for paying tuition Local decision. LEAs and postsecondary institutions agree in the Partnership Agreement on who will be responsible for tuition in the Partnership Agreement.  Currently for most programs, tuition is primarily paid by the postsecondary institutions.  In cases where it is not, tuition is paid from the District of Columbia dual enrollment fund, which is administered by the State Superintendent for Education’s office.  A Dual Enrollment Partnership Agreement must provide that students will not be charged tuition for dual enrollment courses.

*However, current practice does not reflect regulatory provisions*

The Office of the State Superintendent of Education (OSSE) is offering a funding opportunity for partnering local education agencies (LEAs) and institutions of higher education (IHEs) providing dual enrollment programming to eligible students in the District during the 2019-20 school year. This is similar to funding historically provided by OSSE.

This funding opportunity is open to all eligible IHEs in partnership with LEAs located in the District of Columbia. The total amount available for this opportunity is $150,000. Awards are anticipated to equal $565 per student per course to cover tuition, books, fees, and transportation.

OSSE requires applicants to be in a partnership for this grant initiative. A Partnership is defined as a single IHE lead applicant with one or more LEA partners. All partners must submit a signed partnership agreement describing programmatic and fiscal responsibilities and confirming commitment to the project. The document will describe how the two (or more) organizations will work together.

Citations: D.C. Mun. Regs. Subt. 5-A, § 2401.3 Office of the State Superintendent of Education (OSSE), retrieved August 31, 2018 https://osse.dc.gov/page/dual-enrollment-scholarship-funding-opportunity

How state funds participating high schools Equal. No funding is provided directly to local education agencies for this program.
How state funds participating postsecondary institutions Equal. Postsecondary institutions are funded based on actual student costs. The state Dual Enrollment Fund will pay unmet tuition, fees, and books for participating dual enrollment students upon receiving an invoice from an eligible postsecondary institution.

Additionally, the Office of the State Superintendent of Education has the authority to issue grants, from funds under its administration, to District of Columbia public schools or public charter schools, local education agencies, institutions of higher education, nonprofit organizations, and other education service providers to increase access to postsecondary and career education opportunities, including dual enrollment programs.

*However, current practice does not reflect regulatory provisions*

Citations: DC Code § 38-2602.29

Ensuring Program Quality
Instructor qualifications component Not set in state policy. Per regulation, courses are taken on a postsecondary campus.

*However, current practice does not reflect regulatory provisions*

Citations: D.C. Mun. Regs. Subt. 5-A, § 2400.1

Course quality component Not set in state policy. Per regulation, courses are taken on a postsecondary campus.

*However, current practice does not reflect regulatory provisions*

Citations: D.C. Mun. Regs. Subt. 5-A, § 2400.1

Program reporting requirement Yes. An LEA must annually submit to the Office of the State Superintendent of Education (OSSE) a copy of each Dual Enrollment Partnership Agreement. An LEA operating a dual enrollment program must report data to OSSE on student participation, course enrollment, and credits earned in the dual enrollment program for use in the longitudinal educational data warehouse.

*However, current practice does not reflect regulatory provisions*

Citations: D.C. Mun. Regs. Subt. 5-A, § 2404.2

Program evaluation component Not set in state policy

*However, current practice does not reflect regulatory provisions*
Transferability
Public postsecondary institutions required to accept credits No

*However, current practice does not reflect regulatory provisions*

Florida
Program Basics
Statewide policy in place Yes
Definition or title of program Dual Enrollment
Where courses provided
  • At high school
  • At postsecondary institution
  • Virtual program
Postsecondary and/or secondary credit earned Both (creditable toward high school completion and a career certificate or an associate or baccalaureate degree)

Citations: F.S.A. § 1007.271(1)

Students may take developmental/remedial courses through dual enrollment program No

Citations: F.S.A. § 1007.271(2)

CTE component 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 an associate or baccalaureate degree. Career dual enrollment must be provided as an option for secondary students to take courses leading to industry certification (those included in CAPE Industry Funding List) or postsecondary credit, and must be available for secondary students seeking a degree and industry certification through a career education program or course. Home study students, including students with disabilities, must have the opportunity to participate in career dual enrollment, among other dual enrollment options. Portfolios for students with disabilities may include  postsecondary or industry certification credits earned.

Each Florida College System institution must execute a contract with each district school board in its designated service area to establish one or more collegiate high school programs at one or more mutually agreed upon locations. At a minimum, collegiate high school programs must include an option for public school students in grade 11 or 12 participating for at least one full school year, to earn CAPE industry certifications and complete 30 credit hours through dual enrollment. Collegiate high school programs are to be funded in the same manner as dual enrollment programs. 

If the institution does not establish a program with a district board in its service area, another Florida College System institution may execute a contract with that district board to establish the program. The contract must:
  • Identify the grade levels to be included in the program, including at a minimum grade 12. 
  • Describe the collegiate high school program, including the delineation of courses and industry certifications offered, including online course availability; the high school and college credits earned for each postsecondary course completed and industry certifications earned; student eligibility criteria; and the enrollment process and relevant deadlines.
  • Describe the methods, medium and process by which students and parents are annually informed about the program, the return on investment associated with program participation, and the information described above.
  • Identify instructional delivery methods and instructors for all courses.
  • Identify student advising services and progress monitoring mechanisms.
  • Establish a program review and reporting mechanism regarding student performance outcomes.
  • Describe the terms of funding arrangements to implement the collegiate high school program.
Each participating student must enter into a performance contract to be signed by the student, parent, district representative and the applicable postsecondary institution. The contract must include the schedule of courses and industry certifications to be taken by the student, and attendance and course grade requirements. 

In addition to executing a contract with the local Florida College System institution, a district may execute a contract to establish a collegiate high school program with a state university or an institution that is eligible to participate in the William L. Boyd, IV, Effective Access to Student Education Program, that is a nonprofit independent college or university located and chartered in Florida, that is accredited by Commission on Colleges of the Southern Association of Colleges and Schools to grant baccalaureate degrees.

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.

Citations: para 1: F.S.A. § 1007.271(1), (7), § 1007.27(4)
para 2-6: 1007.273
para 7: F.S.A. § 1003.491(3)(m)
para 8: F.S.A. § 1011.80(10)
para 9: F.S.A. § 1003.493(2)(e)

Unique characteristics Private school and home schooled students may also participate. A postsecondary institution must enter into a home education articulation agreement with each home education student, which must include the initial and continued eligibility requirements for home education students, not to exceed those required of other dually enrolled students. A home education student is responsible for his/her own transportation unless provided for otherwise.

The department of education must develop an electronic submission system for dual enrollment articulation agreements and must review for compliance each dual enrollment articulation agreement annually submitted by each public postsecondary institution to the department of education. The commissioner of education must notify the district school superintendent and the institution president if the dual enrollment articulation agreement does not comply with statutory requirements and must submit any dual enrollment articulation agreement with unresolved issues of noncompliance to the state board.

The state board of education must establish a process for the continual and uninterrupted review of newly proposed core secondary courses and existing courses requested to be considered as core courses to ensure that sufficient rigor and relevance is provided for workforce skills and postsecondary education and aligned to state curriculum standards. A curriculum review committee whose membership is approved by Workforce Florida, Inc. is responsible for reviewing newly proposed core secondary courses. Approved core courses must also be reviewed and considered for approval for dual enrollment credit.

The commissioner of education may approve dual enrollment agreements for limited course offerings that have statewide appeal. Such programs must be limited to a single site with multiple county participation.

Each district must develop a comprehensive plan for student progression which must list, or incorporate by reference, all dual enrollment courses contained within the dual enrollment articulation agreement.

“Providing dual enrollment instruction” is articulated in statute as part of the mission and responsibility of Florida College System institutions.

Dependent children of active duty military personnel who otherwise meet the eligibility criteria for special academic programs, including dual enrollment, offered through public schools must be given first preference for admission to such programs even if the program is being offered through a public school other than the school to which the student would generally be assigned. If such a program is offered through a public school other than the school to which the student would generally be assigned, the student’s parent must assume responsibility for student transportation.

To earn a “scholar designation” on the standard high school diploma, a student must, among other criteria, earn at least 1 credit in an Advanced Placement, International Baccalaureate, Advanced International Certificate of Education, or dual enrollment course.

Effective with the Class of 2015, all students must complete at least one graduation credit via an online course. This requirement may be met through an online dual enrollment course.

District school boards must consider, but are not limited to, implementing specified approaches to meet constitutional class size maximums, including adopting policies to encourage qualified students to take dual enrollment courses.

Dual enrollment students have access to state funded electronic library resources that are licensed for Florida College System institutions and state universities by the Florida Academic Library Services Cooperative.

Citations: 1: F.S.A. § 1007.271(1), (2), (13), (24) 2: (21), (22) 3:§1003.491(4)
4: §1007.271(19)
5: §1008.25(2)(e)
6: §1004.65(5)(e)
7: §1003.05(3)
8: § 1003.4285(1)(a)(5)
9: §1003.4282(4)
10: §1003.03(3)(a))
11: §1007.27(1)

Access
Offering mandatory or voluntary Mandatory. Each district school superintendent and public postsecondary institution president must develop a comprehensive dual enrollment articulation agreement for the respective school district and postsecondary institution.

District school boards may not refuse to enter into a dual enrollment articulation agreement with a local Florida College System institution if that Florida College System institution has the capacity to offer dual enrollment courses.

A school district may not deny a student access to dual enrollment unless the student is ineligible to participate in the program subject to provisions specifically outlined in statute.

In addition, each high school must offer an International Baccalaureate Program, an Advanced International Certificate of Education Program, or a combination of at least four courses in dual enrollment or Advanced Placement, including one course each in English, mathematics, science, and social studies. To meet this requirement, school districts may provide courses through virtual instruction, if the virtual course significantly integrates postsecondary level content for which a student may earn college credit, as determined by the department of education, and for which a department-approved standardized end-of-course assessment is administered.

Citations: p 1-2: F.S.A. § 1007.271(4) and (21)
p 3: F.S.A. § 1007.271 (21)(n)
para 4: F.S.A. § 1003.4295(2)

College partners can be 2-year/4-year/both Both. Independent, accredited, not-for-profit colleges and universities may also participate.

Citations: F.S.A. § 1007.271(14) and (23) F.S.A. § 1011.62(1)(i)

Student eligibility requirements
  • Minimum GPA. 3.0 unweighted high school GPA, or 2.0 unweighted high school GPA for initial and continued enrollment in career certificate dual enrollment courses. Exceptions to required GPAs may be granted on an individual student basis if the educational entities agree and the terms of the agreement are in the dual enrollment articulation agreement. Each comprehensive dual enrollment articulation agreement between a school district and a Florida College System institution must include the policies and procedures, if any, for determining exceptions to the required grade point averages on an individual student basis.
  • Other. Minimum score on a common placement test adopted by the state board indicating the student is ready for college-level coursework. A student enrolling in a math or English course must have demonstrated adequate precollegiate preparation on the relevant section of the basic computation and communication skills assessment. A student may enroll in college credit courses that are not precluded by the deficiency; however, students may not earn more than 12 college credit hours prior to the correction of all deficiencies.
  • Not specified. Florida College System institution boards of trustees may establish additional initial student eligibility requirements, which must be included in the dual enrollment articulation agreement, to ensure student readiness for postsecondary instruction. Additional requirements included in the agreement may not arbitrarily prohibit students who have demonstrated the ability to master advanced courses from participating in dual enrollment courses.
Students in grades 6-12 may participate in dual enrollment courses. Students served by private schools, including but not limited to students with disabilities, and students served in home education may participate. Articulation agreements cannot set more limitations for home educated students than for other students, and cannot require a GPA for home educated students. They must, however, include a minimum postsecondary GPA to continue in the program.

Postsecondary institutions must enter into articulation agreements with eligible private schools.

Districts and colleges may agree to extend dual enrollment participation in Student Life Skills (designated as SLS course prefix in the Statewide Course Numbering System) courses to students who do not meet the statutory eligibility requirements, if alternate eligibility requirements are delineated in the Dual Enrollment Articulation Agreement.

To remain eligible for dual enrollment, a student must maintain the minimum postsecondary grade point average established by the postsecondary institution. Regardless of meeting eligibility requirements for continued enrollment, a student may lose the opportunity to participate in a dual enrollment course if the student is disruptive to the learning process such that the progress of other students or the efficient administration of the course is hindered. The institution may grant an exception if the student is enrolled in a secondary course(s) in the basic competency area(s) for which they s/he has been deemed deficient by the postsecondary readiness assessment.

Additional requirements included in the agreement may not arbitrarily prohibit students who have demonstrated the ability to master advanced courses from participating in dual enrollment courses or limit the number of dual enrollment courses in which a student may enroll based solely upon enrollment by the student at an independent postsecondary institution.

Citations: Minimum GPA: F.S.§ 1007.271(3), (21)(h)
Entrance requirements: F.S.A. § 1007.271(3), § 1008.30(5); Fla. Admin. Code r. 6A-14.064(1)(b)
Not specified: F.S.A. § 1007.271(3); § 1007.271(2)
Last paras: § 1007.271(3)

Cap on number of credits students may earn No — student may enroll as part- or full-time student. Through early admission, a student may enroll in a postsecondary institution on a full-time basis in courses creditable toward the high school diploma and the associate or baccalaureate degree. A participating student must enroll in at least 12 college credit hours per semester or the equivalent. However, a student may not be required to enroll in more than 15 college credit hours per semester or the equivalent. Early admission students are exempt from paying registration, tuition, and laboratory fees. Agreements may not limit the number of dual enrollment courses in which a student may enroll based solely upon enrollment by the student at an independent postsecondary institution.

Career early admission allows students to enroll full-time in a career center or a Florida College System institution in postsecondary programs leading to industry certifications, as listed in the CAPE Postsecondary Industry Certification Funding List pursuant to s. 1008.44, which are creditable toward the high school diploma and the certificate or associate degree. Participating students must have completed a minimum of 4 semesters of full-time secondary enrollment, including 9th grade enrollment. Students enrolled pursuant to this subsection are exempt from paying registration, tuition, and laboratory fees.

Citations: para 1: F.S.A. § 1007.271(10) and (3)
para 2: F.S.A. § 1007.271(11)

Students/parents must be notified of dual enrollment opportunities Yes. Local boards must inform all secondary students and their parents of dual enrollment as an educational option and mechanism for acceleration. Students and parents must be informed of student eligibility requirements, the option for taking dual enrollment courses beyond the regular school year, and the minimum academic credits required for graduation. District school boards must annually assess the demand for dual enrollment and provide that information to each partnering postsecondary institution. Alternative grade calculation, weighting systems, and information regarding student education options that discriminate against dual enrollment courses are prohibited. The comprehensive dual enrollment articulation agreement between each district and public postsecondary institution must include a description of the process by which students and their parents are informed about opportunities for student participation in the dual enrollment program.

At the beginning of each school year, local boards must also notify parents of students in or entering high school of the opportunity and benefits of advanced placement, International Baccalaureate, Advanced International Certificate of Education, dual enrollment, and Florida Virtual School courses and options for early graduation.

To facilitate meaningful parent and family involvement, the department of education must develop guidelines for a parent guide to successful student achievement that describes what parents need to know about their child's educational progress and how they can help their child to succeed in school. The guidelines must include opportunities for parents to learn about rigorous academic programs that may be available for their child, including dual enrollment.

In addition, the department of education must develop a statement on transfer guarantees to inform students and their parents, prior to enrollment in a dual enrollment course, of the potential for the dual enrollment course to articulate as an elective or a general education course into a postsecondary education certificate or degree program. The statement must be provided to each district school superintendent, for inclusion in the information provided to all secondary students and their parents as required above. The statement may also include additional information, including dual enrollment options, guarantees, privileges, and responsibilities. Each district board must notify students who enroll in articulated acceleration mechanism courses or pursue credit-by-examinations pursuant to the equivalency list adopted by rule by the State Board and the dual enrollment course and high school subject area equivalencies approved by the state board.

Citations: para 1: F.S.A. § 1007.271(8), F.S.A. § 1007.271(21)(b)
para 2: F.S.A. § 1003.02(1)(i)
para 3: F.S.A. § 1002.23(2)(d)
para 4: F.S.A. § 1007.271(15); F.S.A. § 1007.35

Counseling/advising is made available to students 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 Dual Enrollment 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:
  • Any letter grade below a “C” will not count as credit toward satisfaction of the requirements in Rule 6A-10.030, F.A.C.; however, all grades are calculated in a student's GPA and will appear on their college transcript.
  • All grades, including “W” for withdrawal, become a part of the student's permanent college transcript and may affect subsequent postsecondary admission or initial financial aid eligibility regarding the institution determination of satisfactory academic progress.
  • While appropriate for college-level study, course materials and class discussions may reflect topics not typically included in secondary courses which some parents may object to for minors. Courses will not be modified to accommodate variations in student age and/or maturity.
  • The selection of courses to meet degree requirements, including approved program common prerequisite courses, in order to minimize student and state costs for excess hours.

Citations: F.S.A. § 1007.271(21)(g); Fla. Admin. Code r. 6A-14.064(4)(c)

Finance
Who is primarily responsible for paying tuition Student's district, if enrolled in a public institution. When instruction takes place on the postsecondary campus during the fall or spring term, the school district pays the institution the standard tuition rate per credit hour from funds provided in the Florida Education Finance Program. When dual enrollment is provided on the high school site by postsecondary institution faculty, the school district reimburses the institution for the costs associated with the postsecondary institution's proportion of salary and benefits. When dual enrollment is provided at the high school by school district faculty, the school district is not responsible for payment to the postsecondary institution.

Subject to annual appropriation in the General Appropriations Act, a public postsecondary institution must receive an amount of funding equivalent to the standard tuition rate per credit hour for each dual enrollment course taken during the summer term. 

Any dual enrollment student enrolled at a course offered through a public postsecondary institution is exempt from the payment of registration, tuition, and fees, including laboratory fees. Instructional materials must be made available to dual enrollment public high school students free of charge. Student exemptions from payment of instructional materials and tuition and fees, including laboratory fees, do not apply to students who enroll in an eligible independent institution. A Florida College System institution may provide instructional materials at no cost to a home education student or student from a private school. Instructional materials purchased by a district school board or Florida College System institution board of trustees for dual enrollment students are the property of the purchasing board. Students in dual enrollment courses may also be calculated as the proportional shares of full-time equivalent enrollments they generate for a Florida College System institution or university conducting the dual enrollment instruction. Early admission students are  considered dual enrollments for funding purposes. Students may be enrolled in dual enrollment instruction provided by an eligible independent college or university and may be included in calculations of full-time equivalent student memberships for basic programs for grades 9 through 12 by a district school board.

Citations: para 1: F.S.A. § 1007.271 (21)(n)(1)
para 2: F.S.A. § 1007.271(21)(n)(2)
para 3: F.S.A. § 1011.62(1)(i), (West's F.S.A. § 1007.271(2) and (17), 1009.25(1)(a)

How state funds participating high schools Equal. 

Students enrolled in dual enrollment instruction may be included in calculations of full-time equivalent student memberships for basic programs for grades 9 through 12 by a district school board. Dual enrollment full-time equivalent student membership is calculated in an amount equal to the hours of instruction that would be necessary to earn the full-time equivalent student membership for an equivalent course if it were taught in the school district.

Districts receive funding for instructional materials necessary for dual enrollment courses (growth allocation per FTE: $303.69 for the 2017-2018 fiscal year) but are then required to pay for instructional materials used for the instruction of public high school students who are earning credit toward high school graduation under the dual enrollment program. 

Industry Certifications: A value of 0.1 or 0.2 full-time equivalent student membership is calculated for each student who completes a course as defined in s. 1003.493(1)(b) or courses with embedded CAPE industry certifications and who is issued an industry certification identified annually on the CAPE Industry Certification Funding List. A value of 0.2 full-time equivalent member- ship is calculated for each student who is issued a CAPE industry certification that has a statewide articulation agreement for college credit approved by the State Board. For CAPE industry certifications that do not articulate for college credit, the Department of Education is to assign a full-time equivalent value of 0.1 for each certification. If a student earns a certification through a dual enrollment course and the certification is not a fundable certification on the postsecondary certification funding list, or the dual enrollment certifica- tion is earned as a result of an agreement between a school district and a nonpublic postsecondary institution, the bonus value is funded in the same manner as other nondual enrollment course industry certifications. In such cases, the school district may provide for an agreement between the high school and the technical center, or the school district and the postsecondary institution may enter into an agreement for equitable distribution of the bonus funds.

Citations: F.S.A. § 1011.62(1)(i) House Bill No. 3-A (2017) (Chapter 2017-234) Chapter 2016-237

How state funds participating postsecondary institutions Equal

Students in dual enrollment courses may be calculated as the proportional shares of full-time equivalent enrollments they generate for a Florida College System institution or university conducting the dual enrollment instruction. Early admission students shall be considered dual enrollments for funding purposes. Students may be enrolled in dual enrollment instruction provided by an eligible independent college or university and may be included in calculations of full-time equivalent student memberships for basic programs for grades 9 through 12 by a district school board.

Citations: F.S.A. § 1011.62(1)(i)

Ensuring Program Quality
Instructor qualifications component Yes. Each faculty member teaching a dual enrollment course must:
  • Meet the qualifications required by the entity accrediting the postsecondary institution offering the course, including meeting the Southern Association of Colleges and Schools Commission on Colleges' Principles of Accreditation: Foundations for Quality Enhancement, 2010 Edition, section 3.7.1, for postsecondary instructors in the course and discipline. The qualifications apply to all faculty members regardless of the location of instruction. The postsecondary institution offering the course must require compliance with these qualifications.
  • Provide the institution offering the dual enrollment course a copy of his/her postsecondary transcript.
  • Provide a copy of the current syllabus for each course taught to the discipline chair or department chair of the postsecondary institution before the start of each term. The content of each syllabus must meet the same standards required for all college-level courses offered by that postsecondary institution. All full-time and adjunct faculty teaching dual enrollment courses must file a copy of their current course syllabus with the college's discipline chair or department chair prior to the start of each term.
  • Adhere to the professional rules, guidelines, and expectations stated in the postsecondary institution's faculty or adjunct faculty handbook. Any exceptions must be included in the dual enrollment articulation agreement.
  • Adhere to the rules, guidelines, and expectations stated in the postsecondary institution's student handbook, including those related to add/drop and withdrawal policies, student code of conduct, grading policies, and critical dates. Any exceptions must be noted in the dual enrollment articulation agreement.
In addition, each president (or designee) of an institution offering a dual enrollment course must:
  • Provide a copy of the institution's current faculty or adjunct faculty handbook to all faculty members teaching a dual enrollment course.
  • Provide to all faculty members teaching a dual enrollment course a copy of the institution's current student handbook, which may include, but is not limited to, information on registration policies, the student code of conduct, grading policies, and critical dates.
  • Designate an individual or individuals to observe all faculty members teaching a dual enrollment course, regardless of the location of instruction.
  • Use the same criteria to evaluate faculty members teaching a dual enrollment course as the criteria used to evaluate all other faculty members.
  • Provide course plans and objectives to all faculty members teaching a dual enrollment course.
The postsecondary institution must provide all adjunct faculty teaching dual enrollment courses with a full-time faculty contact or liaison in the same discipline.

The comprehensive dual enrollment articulation agreement between a school district and a public postsecondary institution must identify exceptions, if any, to the professional rules, guidelines, and expectations stated in the faculty or adjunct faculty handbook for the postsecondary institution, and exceptions, if any, to the rules, guidelines, and expectations stated in the student handbook of the postsecondary institution that apply to faculty members.

Citations: Fla. Admin. Code r. 6A-14.064(2)(a), (c), (d); Fla. Admin. Code r. 6A-14.064(2)(h)
p 2: F.S.A. § 1007.271(5)
p 3: Fla. Admin. Code r. 6A-14.064(2)(e)
p 4: Fla. Admin. Code r. 6A-14.064(3)(a) then: § 1007.271(6) last F.S.A. § 1007.271(21)(j), (k)

Course quality component Yes. The following curriculum standards apply to college credit dual enrollment:
(a) Dual enrollment courses taught on the high school campus must meet the same competencies required for courses taught on the postsecondary institution campus. To ensure equivalent rigor with courses taught on the postsecondary institution campus, the postsecondary institution offering the course is responsible for providing in a timely manner a comprehensive, cumulative end-of-course assessment or a series of assessments of all expected learning outcomes to the faculty member teaching the course. Completed, scored assessments must be returned to the postsecondary institution and held for 1 year.
(b) Instructional materials used in dual enrollment courses must be the same as or comparable to those used in courses offered by the postsecondary institution with the same course prefix and number. The postsecondary institution must advise the school district of instructional materials requirements as soon as that information becomes available but no later than one term before a course is offered.
(c) Course requirements, such as tests, papers, or other assignments, for dual enrollment students must be at the same level of rigor or depth as those for all nondual enrollment postsecondary students. All faculty members teaching dual enrollment courses must observe the procedures and deadlines of the postsecondary institution for the submission of grades. A postsecondary institution must advise each faculty member teaching a dual enrollment course of the institution’s grading guidelines before the faculty member begins teaching the course.
(d) Dual enrollment courses taught on a high school campus may not be combined with any noncollege credit high school course.

The Commissioner of Education is required to appoint faculty committees representing public school, Florida College System institution, and university faculties to identify postsecondary courses that meet the high school graduation requirements and to establish the number of postsecondary semester credit hours of instruction and equivalent high school credits earned through dual enrollment that are necessary to meet high school graduation requirements. Such equivalencies are to be determined solely on comparable course content and not on seat time traditionally allocated to such courses in high school. The Commissioner of Education is required to recommend to the State Board those postsecondary courses identified to meet high school graduation requirements, based on mastery of course outcomes, by their course numbers, and all high schools are required to accept these postsecondary education courses toward meeting the requirements.

Citations: F.S.A. § 1007.271(6) (a) through (d) F.S.A. § 1007.271(9)

Program reporting requirement Yes. Data used in determining a high school’s school grade for public accountability purposes must include the percentage of students who were eligible to earn college credit through various acceleration options, including dual enrollment.

In addition, legislation that created the “Florida Partnership for Minority and Underrepresented Student Achievement Act” -- asserted the importance of not only access to college but also success in college for all students and describes the intent of the Legislature: that every student enrolled in a public secondary school has access to high-quality, rigorous academics, with a particular focus on access to advanced courses.

By May 31 of each year, the Department of Education is required to approve a plan of delivery of services for the subsequent academic year and by September 30 of each year, the partnership is required to submit to the department a report that contains an evaluation of the effectiveness of the delivered services and activities. Activities and services must be evaluated on their effectiveness at raising student achievement and increasing the number of AP or other advanced course examinations in low-performing middle and high schools. Other indicators that must be addressed in the evaluation report include the number of middle and high school teachers trained; the effectiveness of the training; measures of postsecondary readiness of the students affected by the program; levels of participation in 10th grade PSAT/NMSQT or the PreACT testing; and measures of student, parent, and teacher awareness of and satisfaction with the services of the partnership.
(b)?The department is required to contribute to the evaluation process by providing access, consistent with s. 119.071(5)(a), to student and teacher information necessary to match against databases containing teacher professional development data and databases containing assessment data for the PSAT/NMSQT, SAT, ACT, PreACT, AP, and other appropriate measures. The department is also required to provide student-level data on student progress from middle school through high school and into college and the workforce, if available, in order to support longitudinal studies. 

Citations: F.S.A. § 1008.34(3)(b)(2)(b) F.S.A. § 1007.35

Program evaluation component 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.

Citations: Fla. Admin. Code r. 6A-14.064(5)

Transferability
Public postsecondary institutions required to accept credits Yes. Any course that has a statewide numbering system number must be accepted by Florida public institutions as if the course were taken at their institution. Private institutions are eligible but not required to participate in the statewide course numbering system.

The department of education must develop a statement on transfer guarantees to inform students and their parents, prior to enrollment in a dual enrollment course, of the potential for the dual enrollment course to articulate as an elective or a general education course into a postsecondary education certificate or degree program. The statement must be provided to each district school superintendent, for inclusion in the information provided to all secondary students and their parents as required above. The statement may also include additional information, including dual enrollment options, guarantees, privileges, and responsibilities.

A university designated as a preeminent state research university may require its incoming first-time-in-college to take a 9- to-12-credit set of unique courses specifically determined by the university and published on the university’s website. Such a university is free from unnecessary restrictions and may stipulate that credit for such courses may not be earned through any acceleration mechanism, including dual enrollment.

Citations: para 1: F.S.A. § 1007.23; Fla. Admin. Code r. 6A-10.024(14) para 2: F.S.A. § 1007.271(15)
para 3: F.S.A. § 1001.7065(6)


Georgia
Program Basics
Statewide policy in place Yes
Definition or title of program Dual Enrollment

Citations: Ga. Code Ann., § 20-2-161.3

Where courses provided
  • At high school
  • At postsecondary institution
  • Virtual program. The department may determine the manner in which a course included in the state’s online course clearing-house may be offered as a dual enrollment program.

Citations: Ga. Comp. R. & Regs. 160-4-2-.34(1)(d)

Postsecondary and/or secondary credit earned Both

Citations: Ga. Code Ann., § 20-2-161.3(b)(7)

Students may take developmental/remedial courses through dual enrollment program No
CTE component Yes. A career, technical, and agricultural education course may be completed for dual credit. In addition, a high school diploma must be awarded a dual enrollment student who has completed specified grade 9 and 10 coursework, receives a score of admission acceptable on the readiness assessment required by the postsecondary institution, and completes one of the following: 
  • An associate's degree
  • A technical college diploma program and all postsecondary academic education and technical education and training prerequisites for any state, national, or industry occupational certifications or licenses required to work in the field
  • At least two technical college certificate of credit programs in one specific career pathway and all postsecondary academic education and technical education and training prerequisites for any state, national, or industry occupational certifications or licenses required to work in the field as determined by the Technical College System of Georgia.
The State Board of the Technical College System of Georgia must annually identify fields of study in which a critical need or shortage of trained personnel exists in Georgia labor markets and provide such information to the State Board of Education, which in turn must annually provide such information to local school systems for the purpose of emphasizing areas of critical workforce needs and shortages in Georgia labor markets to high school students to support their career pathway decisions.

Students enrolled in a statutorily established work based learning program may be eligible to earn dual credit upon completing a planned training experience under guidelines developed by the Department of Education and the Technical College System of Georgia provided students meet postsecondary readiness metrics in reading, writing, and math for the particular advanced training program or associate's degree.
Unique characteristics Beginning with the graduating high school class of 2015, in order to be eligible to receive a HOPE scholarship, students must complete at least two academically rigorous courses from any of seven categories, two of which categories are (1) dual credit courses in core subjects, and (2) courses taken at a unit of the University System of Georgia in core subjects where such courses are not remedial and developmental courses. Effective with the graduating high school classes of 2016 and 2017, this requirement increases to at least three and at least four academically rigorous courses, respectively, from the same seven categories.

A college and career academy must obtain certification from the office of college and career transitions within the Technical College System of Georgia. An applicant academy seeking certification must demonstrate how the proposed college and career academy will provide for dual credit and dual enrollment opportunities.

Statute directs the state board to establish rules and regulations to maximize the number of students, effective with entering 9th graders in the 2014-2015 school year, who complete at least one course containing online learning before graduation. This may be met through an online dual enrollment course offered by a postsecondary institution.

A high school diploma may be awarded a student who has completed specified grade 9 and 10 coursework, receives a score of admission acceptable on the readiness assessment required by the postsecondary institution, and completes one of the following: 
  • An associate's degree
  • A technical college diploma program and all postsecondary academic education and technical education and training prerequisites for any state, national, or industry occupational certifications or licenses required to work in the field
  • At least two technical college certificate of credit programs in one specific career pathway and all postsecondary academic education and technical education and training prerequisites for any state, national, or industry occupational certifications or licenses required to work in the field as determined by the Technical College System of Georgia.
The State Board of the Technical College System of Georgia must annually identify fields of study in which a critical need or shortage of trained personnel exists in Georgia labor markets and provide such information to the State Board of Education, which in turn must annually provide such information to local school systems for the purpose of emphasizing areas of critical workforce needs and shortages in Georgia labor markets to high school students to support their career pathway decisions.

Students enrolled in a statutorily established work based learning program may be eligible to earn dual credit upon completing a planned training experience under guidelines developed by the Department of Education and the Technical College System of Georgia provided students meet postsecondary readiness metrics in reading, writing, and math for the particular advanced training program or associate's degree.
Access
Offering mandatory or voluntary Mandatory. Each public secondary institution must execute a participation agreement.

Citations: Ga. Code Ann., § 20-2-161.3(e)

College partners can be 2-year/4-year/both Both. Private independent nonprofit and private proprietary institutions eligible for tuition equalization grants in accordance with statutory provisions may also participate.

Citations: Ga. Code Ann., § 20-2-161.3(b)(6); Ga Comp. R. & Regs. 160-4-2-.34(1)(e)

Student eligibility requirements Generally: Not specified

The FY19 budget bill (2018 H.B. 684) requires admission standards for dual enrollment students at private postsecondary institutions to be in parity with those of the University System of Georgia for degree-level transferable courses and with the Technical College System of Georgia for courses leading to a diploma or certificate (effective July 1, 2018).
Cap on number of credits students may earn Yes. The FY19 Budget Bill (2018 H.B. 684) establishes a 15 credit hour per student per semester cap on dual enrollment.
Students/parents must be notified of dual enrollment opportunities No. Each public, private secondary institution and specified home study programs must annually provide general program information to all students entering grades 9-12, including appropriate forms and counseling guidelines for the program. Policy does not specify providing annual general program information to parents of such students.

Citations: Ga. Code Ann., § 20-2-161.3(d)

Counseling/advising is made available to students 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. Beginning with the 2018-2019 school year, such guidance, advisement, and counseling for high school students must include providing career oriented aptitude and career interest guidance.

In addition, the FY19 budget requires the Georgia Student Finance Commission to develop a list of approved dual enrollment courses that prioritizes courses leading to a degree or in-demand certificate or diploma and report findings to the House and Senate Appropriations Committees by December 1, 2018 to be implemented in FY2020.
Finance
Who is primarily responsible for paying tuition State. Program funding is provided to the Georgia Student Finance Commission via an annual appropriation (approved FY19 Dual Enrollment Budget: $105,028,623.00). In order to participate in the program, each eligible postsecondary institution must enter into a participation agreement with the Georgia Student Finance Commission agreeing to: 
  • Waive all mandatory and noncourse related fees for participating students
  • Provide course books at no charge to the student
  • Accept the amount paid by the commission as full payment for an eligible high school student's tuition, mandatory and noncourse related fees, and course books.
Statute directs the commission to set criteria for funding for tuition, mandatory and noncourse related fees, course books and transportation. The amount of such funds to be paid must be determined by the commission. The commission must create a grant program, subject to the availability of funds, by which participating public eligible high schools may apply for transportation grants (funds eliminated in FY19 budget). Such grants must be awarded based on criteria, terms, and conditions determined by the commission in consultation with the department of education.

In the event the funds made available to the commission are not sufficient to meet all funding requirements of the program, the amount paid eligible postsecondary institutions must be reduced by the commission. Postsecondary institutions under no circumstances may charge an eligible high school student for tuition, mandatory and noncourse related fees, or books.

Citations: Ga. Code Ann., § 20-2-161.3(j) through (l)

How state funds participating high schools Equal

Citations: Ga. Code Ann., § 20-2-160(a)

How state funds participating postsecondary institutions Unclear
Ensuring Program Quality
Instructor qualifications component Yes. Ongoing professional development for adjunct faculty teaching dual enrollment courses is required to the same degree that it is required for full-time faculty. However, Ga. Code Ann. 20-2-161.3 is silent on instructor qualifications.

Citations: FY19 Budget Bill

Course quality component Yes. Statute directs the State Board of Education, the Board of Regents of the University System of Georgia, and the State Board of the Technical College System of Georgia to ensure dual credit courses reflect postsecondary coursework.

Citations: Ga. Code Ann., § 20-2-159.2(6)

Program reporting requirement Yes. Statute establishes legislative intent to collect and analyze data to evaluate the effectiveness of dual credit and dual enrollment programs. 

Citations: Ga. Code Ann., § 20-4-37(a)(1)(F)

Program evaluation component Yes. Statute establishes legislative intent to collect and analyze data to evaluate the effectiveness of dual credit and dual enrollment programs. Statute requires the Office of Student Achievement to collect enrollment and student record data for students in dual credit courses; and for guidance in career oriented aptitudes and career interests in developing an individual graduation plan. The Office of Student Achievement is required to annually measure and evaluate the program.

Citations: Ga. Code Ann., § 20-4-37(a)(1)(F), Ga. Code Ann. § 20-2-161.3(n)

Transferability
Public postsecondary institutions required to accept credits Yes. The Complete College Georgia Articulation Agreement identifies the general education courses that University System of Georgia (USG) and Technical College System of Georgia (TCSG) institutions will accept for transfer between their respective regionally accredited institutions. These courses are to transfer between USG and TCSG institutions regardless of whether a student was a high school student when completing the course.

Citations: University System of Georgia, Academic and Student Affairs Handbook, 2.17 "Acceptance of Core Coursework and Placement Test Scores from TCSG Colleges," last modified September 10, 2018


Hawaii
Program Basics
Statewide policy in place Yes

Citations: Haw. Rev. Stat. § 302A-401, 304A-803

Definition or title of program Dual credit programs allow high school students to enroll in college classes and earn credit towards both a Hawaii high school diploma and a University of Hawaii degree.   
 
In addition, statute clarifies that dual credit provisions do not preclude the department of education and the University of Hawaii system from establishing programs by mutual agreement that permit high school students to enroll in college courses. 

Citations: Haw. Rev. Stat. § 302A-401, 304A-803(e)
Dual Credit

Where courses provided
  • At postsecondary institution
  • At high school

Citations: DOE Dual Credit and Dual Credit

Postsecondary and/or secondary credit earned Both

Citations: Haw. Rev. Stat. § 302A-401(b)(3), § 304A–803(b)(3)

Students may take developmental/remedial courses through dual enrollment program No

Citations: Haw. Rev. Stat. § 304A-803(d), 302A-401(d)

CTE component Yes. Career and technical education course is included in the statutory definition of “qualified course” for dual credit.

Citations: Haw. Rev. Stat. § 304A-803(b)(3)

Unique characteristics None identified
Access
Offering mandatory or voluntary Not specified
College partners can be 2-year/4-year/both Both

Citations: Haw. Rev. Stat. § 304A-803(a)

Student eligibility requirements "Eligible student" means a public or home-schooled high school student in the 9th, 10th, 11th or 12th grade who:
  • Has passed an assessment approved by the college that demonstrates the student's ability to succeed at the college level;
  • Is under the age of 21 as of September 1 of the school year in which the course is taken
  • Has other qualifications deemed appropriate by the department of education or the University of Hawaii (provided that subsequent qualifications do not preclude the student from taking the assessment).
  • Written approval/recommendation. Approval from the student’s parent, high school counselor, and high school principal is part of the Dual Credit application.
  • Meets entrance requirements set by postsecondary institution. Student must pass an assessment approved by the college that demonstrates the student's ability to succeed at the college level.

Citations: Haw. Rev. Stat. 302A-401; DOE Dual Credit  
Rev. Stat. § 304A-803(b)(1), (2) and (3) 

Cap on number of credits students may earn Not set in state policy
Students/parents must be notified of dual enrollment opportunities No
Counseling/advising is made available to students Yes. Eligible courses are 100-level or above University of Hawaii courses that fulfill an undergraduate or graduate degree course requirement.

Citations: HRS § 302A-401(d), § 304A–803(d)

Finance
Who is primarily responsible for paying tuition Combination of state and student/parent.  Hawaii DOE schools can apply to access state legislative funding provided to the Hawaii DOE for Early College classes.  
 
For Running Start classes, student/parent is responsible for paying tuition, unless the student is economically disadvantaged, in which case the student may apply for a GEAR UP Hawaii Running Start Scholarship. The scholarship is for tuition/fees and required textbooks for a 3- to 4-credit class. Priority is given to students who have not previously received a scholarship.

2015 S.B. 374 repealed a statutory provision that required high school students to pay tuition and fees for every college course.  A legislative appropriation was provided for Early College classes starting with the 2017-18 school year.  No legislative funding is currently available to support other dual credit programs.

Citations: Dual Credit Website

How state funds participating high schools Equal
How state funds participating postsecondary institutions Equal
Ensuring Program Quality
Instructor qualifications component Not set in policy. In practice, nearly all dual enrollment classes (a.k.a. Dual Credit or Early College classes) are taught by University of Hawai'i system faculty members. A handful of courses are taught by qualified high school instructors who are hired as adjuncts by a University of Hawai'i campus and meet the same qualifications as full-time faculty.
Course quality component Not set in policy. In practice, nearly all dual enrollment classes (a.k.a. Dual Credit or Early College classes) are taught by University of Hawai'i system faculty members. A handful of courses are taught by qualified high school instructors who are hired as adjuncts by a University of Hawai'i campus and meet the same qualifications as full-time faculty.
Program reporting requirement Not set in state policy
Program evaluation component Not set in state policy
Transferability
Public postsecondary institutions required to accept credits Yes. All dual credit course credits that would otherwise be transferable but for a student's grade level, must be transferable to any University of Hawaii system degree granting institution.

Citations: Haw. Rev. Stat. § 304A-803(c), § 302A–401(c)


Idaho
Program Basics
Statewide policy in place Yes
Definition or title of program Postsecondary Enrollment Options or dual credit

Citations: Idaho Code Ann. § 33-5102; IDAPA 08.02.03.007

Where courses provided
  • At high school
  • At postsecondary institution
  • Virtual program. Up to $150,000 of the funds appropriated to the educational support program may be used for the development and maintenance of a portal of online K-12 or dual credit courses from the Idaho digital learning academy, Idaho school districts, charter schools, and public colleges and universities, accredited Idaho private colleges and universities, and any provider of online courses, provided that courses have been approved by the state department of education.

Citations: HS/PS: Idaho Admin. Code 08.02.03.007(19)
Virtual program: Idaho Code Ann. § 33-1024

Postsecondary and/or secondary credit earned Not specified. At the time a student enrolls in a course, the student must indicate whether the course is being taken for secondary, postsecondary, or dual credit. A student taking several courses may designate some for secondary credit, some for postsecondary credit and some for dual credit.

Citations: Idaho Code Ann. § 33-5109(1)

Students may take developmental/remedial courses through dual enrollment program No

Citations: I.C. § 33-4602(8)

CTE component Yes. To be approved, a career technical school must meet 4 out of 5 criteria, with offering of dual credit one of the 5 criteria. Each program of a career 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. To meet traditional high school graduation requirements, courses such as Dual Credit Computer Science, and Dual Credit Engineering courses may be counted as a mathematics credit if the student has completed Algebra II standards. Up to two (2) credits in AP Computer Science, Dual Credit Computer Science, and Dual Credit Engineering may be used as science credits.
 

Citations: IDAPA 55.01.03.101 IDAPA 55.01.03.102(02)(e) IDAPA 55.01.03.005

Unique characteristics Postsecondary Enrollment Options: A postsecondary institution must give priority to its postsecondary students when enrolling students in courses for secondary credit only. Once a student has been enrolled in a postsecondary course through Postsecondary Enrollment Options, the pupil may not be displaced by another student.
 
Dual Credit: Districts may utilize up to 15% of the moneys associated with positions funded through specified staff allowance funds to pay another school district or public charter school for instructional services or to defray the cost of providing virtual education coursework, including virtual dual credit coursework, without a reduction in the number of funded positions being imposed.

State board dual credit policy directs postsecondary institutions to carefully evaluate how to provide services to all students regardless of where a student is located.

Citations: para 1: Idaho Code Ann. § 33-5107 para 2: Idaho Code Ann. § 33-1004(6)(f) para 3: Idaho State Board Advanced Opportunities policy, February 2015

Access
Offering mandatory or voluntary Voluntary. However, all high schools must provide advanced opportunities (defined as dual credit, Advanced Placement, Technical Competency Credit, or International Baccalaureate), or provide opportunities for students to take courses at a postsecondary campus.

 

Citations: IDAPA 08.02.03.106; IDAPA 08.02.03.007(02)

College partners can be 2-year/4-year/both Both. Public and private postsecondary institutions accredited by state-board-recognized entities are eligible. 

Citations: Idaho Code Ann. § 33-5102

Student eligibility requirements
  • Not specified. Admissions requirements are established by the school district, the institution, and State Board of Education Governing Policies and Procedures.
  • Other. Admissions requirements must include criteria to define “student ability to benefit” from a dual credit program.
If a student is under age 16 and seeking admission to enroll in a course at the postsecondary campus, the student must submit a petition to the high school principal’s office and to the admissions office of the postsecondary institution.
 

Citations: All: Idaho State Board Advanced Opportunities Policy III.Y., August 2018, Students (S4) section.

Cap on number of credits students may earn No — student may enroll as part- or full-time student. Students attending public schools are eligible for $4,125 to use toward overload courses (courses taken in excess of a full credit load and outside of the regular school day), dual credits, postsecondary credit-bearing examinations and career technical certificate examinations. However, a student who has earned 15 postsecondary credits using the advanced opportunities program and who wishes to earn additional credits must first identify his postsecondary goals. The state department of education distributes funds from the moneys appropriated for the educational support program to defray the per credit cost charged for dual credit courses taken by seniors who have completed all graduation requirements before the beginning of their final 12th grade semester/trimester.

Citations: Idaho Code Ann. § 33-5101, § 33-4602(1)

Students/parents must be notified of dual enrollment opportunities No. No reference is made to parents. However, school districts must annually provide program information to all secondary students.

Citations: Idaho Code Ann. § 33-5105

Counseling/advising is made available to students 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 or career technical cred- its, 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.

Citations: p1: Idaho Code Ann. § 33-5104 p2: Idaho State Board Advanced Opportunities Policy, February 2015

Finance
Who is primarily responsible for paying tuition Local decision. Either student/parent, or the school district may make payments or partial payments for courses taken for secondary credit. The district cannot make payments to a postsecondary institution for a course taken for postsecondary credit only, or for a course from which a student officially withdraws during the first 14 days of the semester, or for courses for audit.

Students attending public schools are eligible for $4,125 to use toward overload courses, dual credits, postsecondary credit-bearing examinations and career technical certificate examinations. Students may access these funds in grades 7 through 12 for:
(a) Overload courses, the distribution of which may not exceed $225 per overload course. A student must take and successfully be completing a full credit load within a given school year to be eligible for funding of an overload course. An overload course must be taken for high school credit to be eligible for funding.

(b) Eligible dual credits, the distribution of which may not exceed seventy-five dollars ($75.00) per one (1) dual credit hour. Dual credit courses must be offered by a regionally accredited postsecondary institution. To qualify as an eligible dual credit course, the course must be a credit-bearing 100 level course or higher.

(c) Eligible postsecondary credit-bearing or career technical certificate examinations. The state department of education is required to  maintain a list of eligible exams and costs. Eligible examinations include: Advanced placement(AP); International baccalaureate (IB); College-level examination program (CLEP); and (iv) Career technical examinations.

(d) Career technical education (CTE) including assessments that lead to a badge recognized by the division of career technical education. The division of career technical education is required to maintain a list of eligible CTE examinations and costs.

Public school students who have completed all state high school graduation requirements (except senior project) before the beginning of their final 12th grade semester or trimester are eligible for assistance in paying for up to 18 credits per semester or 12 credits per trimester of dual credit courses. The state department of education must distribute funds from moneys appropriated for the educational support program to defray the per credit cost charged by a postsecondary institution for a dual credit course, up to $75 per credit hour. An 11th grader qualifies for an amount equal to the amount necessary to cover the dual credit fee set by the state board for up to 3 postsecondary semester or equivalent credits. A 12th grader who does not qualify for final semester/trimester financial aid qualifies for an amount equal to cover the dual credit fee set by the state board for up to 6 postsecondary semester or equivalent credits.

The state department of education must annually report to the house and senate education committees on the number of students benefitting from this dual credit financial assistance, and the number of credits awarded and amounts paid during the previous school year.

If a student fails to earn credit for any course for which the department has paid a reimbursement, the student must pay for and successfully earn credit for one such course before the department may pay any further reimbursement for the student.

Citations: para 1: Idaho Code Ann. § 33-5110 para 2: Idaho Code Ann. § 33-4602 para 3-5: Idaho Code Ann. § 33-4602(1)(a), (2)

How state funds participating high schools Equal.

 

Citations: Idaho Code Ann. § 33-4602(3) and (9)

How state funds participating postsecondary institutions Equal.

Under provisions related to "advanced opportunities" for students, payments must be made from the moneys appropriated for the educational support program. In 2018, there was an $8 million increase in funding for the "advanced opportunities" program.
 
The state department is required to reimburse community colleges for any out-of-district county tuition for dual credit courses taken (up to $50 per credit hour). In addition, the state department of education is required to annually report to the education committees of the senate and the house of representatives details regarding the number of students benefiting from assistance with the cost of overload courses, dual credit courses and examinations, the number of credits awarded and amounts paid pursuant to this section during the previous school year.

Citations: Idaho Code Ann. § 33-4602(9)

Ensuring Program Quality
Instructor qualifications component Yes. Dual credit instructors meet the academic requirements for faculty and instructors teaching in postsecondary, or provisions are made to ensure instructors are capable of providing quality college-level instruction through ongoing support and professional development. Teacher qualifications are reviewed, professional development is provided as needed, course content and assessment expectations are reviewed, faculty assessment is discussed, etc.

Postsecondary faculty instructing a course for postsecondary, secondary or dual credit cannot be required to obtain K-12 certification, nor can the postsecondary faculty be deemed an employee of a school district for any purpose under law.

Teachers of career technical courses or programs in secondary schools must hold an occupational specialist certificate and an endorsement in an appropriate occupational discipline. Career technical schools are required to employ instructors who hold career technical certification to teach the occupation and who also hold a related industry-based credential, or equivalent credential, as approved by the division of career technical education. All occupational certificates must be approved by the division of career technical education regardless of the route an individual is pursuing to receive the certificate.

High school faculty are required to be certified in the grade and subject area taught. The postsecondary institution provides high school instructors with training and orientation in course curriculum, student assessment criteria, course philosophy, and dual credit administrative requirements before certifying the instructors to teach the college/university’s courses. Instructors teaching dual credit courses are part of a continuing collegial interaction through professional development, such as seminars, site visits, and ongoing communication with the postsecondary institutions’ faculty and dual credit administration. This interaction addresses issues such as course content, course delivery, assessment, evaluation, and professional development in the field of study. High school faculty is evaluated by using the same classroom performance standards and processes used to evaluate college faculty.

Citations: p 1: IDAPA 08.02.03.007(19)
p 2: Idaho Code Ann. § 33-5109(5)
p 3: ID ADC 08.02.02.015(04) and ID ADC 55.01.03.102(.02)(e) 
p 4: IDAPA 55.01.03.102(02)
all other: Idaho State Board Advanced Opportunities Policy

Course quality component Yes. Part of the definition of “dual credit” is that postsecondary institutions work closely with high schools to deliver college courses that are identical to those offered on the college campus. To qualify as an eligible dual credit course, the course must be a credit-bearing 100 level course or higher.

Dual credit courses are catalogued courses and approved through the postsecondary institution’s regular course approval process. Courses have the same departmental designation, number, title, and credits, and adhere to the same course description and course content as the postsecondary course. Dual credit courses reflect the pedagogical, theoretical and philosophical orientation of the sponsoring faculty and/or academic department at the postsecondary institution.

Dual credit students are held to the same course content standards and standards of achievement as those expected of students in postsecondary courses. Every course offered through a dual credit program is annually reviewed by postsecondary faculty from that discipline and dual credit teachers/staff to assure that grading standards meet those in on-campus sections. Dual credit students are assessed using the same methods (e.g. papers, portfolios, quizzes, labs, etc.) as their on-campus counterparts.
Program reporting requirement Yes. The state board is required to report to the Joint Finance-Appropriations Committee and the Senate and House committees, the history of enrollment data on short term achievement and costs incurred by postsecondary institutions.

Citations: 2018 HB 672 (Section 5)

Program evaluation component 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.

Citations: Idaho State Board Advanced Opportunities Policy, February 2015

Transferability
Public postsecondary institutions required to accept credits No. If a student enrolls in a postsecondary institution after leaving secondary school, the postsecondary institution must award postsecondary credit for any course successfully completed for secondary credit at that institution. Other postsecondary institutions may award postsecondary credit for any courses successfully completed via dual credit.

Citations: Idaho Code Ann. § 33-5109(4)


Illinois
Program Basics
Statewide policy in place Yes
Definition or title of program A Dual Credit course is a college course taken by a high school student for both high school and college credit. Dual credit is delivered in both transfer baccalaureate and career and technical education courses. Although primarily intended for 11th and 12th grade students, 9th and 10th grade students who are able to demonstrate readiness for college-level work may participate if opportunities are available. 

Unless otherwise indicated, all provisions in this profile refer to dual credit. 

Citations: 110 ILCS 27/5; IL respondent.

Where courses provided
  • At high school
  • At postsecondary institution
  • Virtual program
  • Other. At a career center.

Citations: IL respondent and 23 Ill. Adm. Code 1501.507(b)(11)

Postsecondary and/or secondary credit earned Not specified. While statute defines a dual credit course as a college course taken by a high school student for credit at both the college and high school level, regulations governing courses offered by four-year institutions specify that the determination of whether a course is offered for concurrent high school and college credit is made at the secondary level, according to the school's policies and district practices.

Citations: 110 ILCS 27/5

Students may take developmental/remedial courses through dual enrollment program Generally: Not set in state policy.

Courses offered by a community college on a high school campus for dual credit: No. Dual credit courses must be selected from transfer courses that have been articulated with senior institutions in Illinois, or from courses in ICCB approved associate in applied science degree programs. As non-credit-bearing courses, developmental/remedial courses do not fall into either of these categories.

Citations: From IL respondent

CTE component 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.

Each community college is encouraged to create a public-private partnership board, defined as a formal group of volunteers within a community college district that may be comprised of some of the following: local and regional manufacturers, applicable labor unions, community college officials, school district superintendents, high school principals, workforce investment boards, or other individuals willing to participate. Any public-private partnership board must meet at least 5 of 7 specified criteria, one of which is to encourage formal alignment and dual credit opportunities for high school students who begin advanced manufacturing technology training to transition to community college advanced manufacturing technology programs of study.

Citations: 110 ILCS 27/20(2); 110 ILCS 805/3-53(b)(6)

Unique characteristics

Institutions may adopt policies to protect the academic standing of students who are not successful in dual credit courses, including, but not limited to, options for (i) late withdrawal from a course, and/or (ii) taking the course on a pass-fail basis. All institutional policies relating to the academic standing of dual credit students or the transfer of credit for dual credit courses must be made publicly available by the institution and provided to each dual credit student.

For courses offered by four-year institutions via distance education: 

  • The institution must provide students, faculty and staff with effective technical support and training for any educational hardware, software and delivery system that will be used.
     
  • The help desk function must be available to students during hours when it is likely to be needed, which must be at a minimum 18 hours a day.
     
  • Appropriate admissions processes, policies and assessments must be used to ensure that students are capable of succeeding in an online environment and that students are adequately informed of the nature and expectations of online learning.
     
  • Appropriate measures of security systems must be maintained.
  • Assessments of student learning, especially exams, must take place in circumstances that include student identification and assurance of the integrity of student work.

Citations: 23 Ill. Adm. Code 1009.10; 110 ILCS 27/15; 23 Ill. Adm. Code 1009.30(a)(8)

Access
Offering mandatory or voluntary Voluntary.

Citations: 23 Ill. Adm. Code 1501.402; 110 ILCS 27/16

College partners can be 2-year/4-year/both Both. Not-for-profit public and private and certain accredited for-profit institutions may also participate.

Citations: 110 ILCS 27/5

Student eligibility requirements
Meet entrance requirements set by postsecondary institution. Students must meet the same academic criteria as those enrolled in credit-bearing college courses, including taking appropriate placement testing.

Other: Statute directs the Illinois Community College Board and the Board of Higher Education to develop policies to permit multiple appropriate measures using differentiated assessment for granting eligibility for dual credit to students. Regulations for four-year institutions require students to have a high level of motivation, and adequate time to devote to studying a college-level course.
 
Regulations for online dual credit courses offered by four-year institutions require the use of appropriate admissions processes, policies and assessments, to ensure that students are capable of succeeding in an online environment and that students are adequately informed of the nature and expectations of online learning.

Citations: 110 ILCS 27/16 (3) Other: 23 Ill. Adm. Code 1009.30(a)(3)(A) and (4) Online: 23 Ill. Adm. Code 1009.30(a)(8)

Cap on number of credits students may earn No. Students may enroll in an unlimited number of courses and earn an unlimited number of credits if the courses are taught by an Illinois instructor, as provided under the Dual Credit Quality Act.

Citations: 105 ILCS 5/10-20.62

Students/parents must be notified of dual enrollment opportunities Yes. School boards must require high schools to inform all 11th and 12th-graders of dual enrollment and dual enrollment opportunities at public community colleges.

Citations: 105 ILCS 5/34-18.55; 105 ILCS 5/10-20.62

Counseling/advising is made available to students 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.

Citations: 23 Ill. Adm. Code 1009.30(a)(3)(B), (a)(7)

Finance
Who is primarily responsible for paying tuition Local decision. In some districts, the tuition is completely waived, others offer discounted tuition, and some charge full tuition. This is often related to where the dual credit is delivered (at the high school versus on campus) and who is delivering it (community college faculty versus high school faculty).

For advanced vocational training programs: Participating community college bill each participating school district for the per capita cost of operating the community college attended, or a charge for participation may be made in accordance with the joint agreement between the community college district and the student's school district. Such agreement may not provide for payments in excess of actual operating costs. Participating high schools may use state aid monies to pay the charges.

Citations: para 1: IL respondent para 2: 105 ILCS 5/10-22.20a

How state funds participating high schools Equal

Citations: IL respondent

How state funds participating postsecondary institutions Equal. There are no dedicated funds for dual credit.  Funding is provided via credit hour reimbursement, tuition / fees and local taxes consistent with all enrollees at the community college. 

Citations: Equal

Ensuring Program Quality
Instructor qualifications component

Yes. Dual credit instructors teaching credit-bearing college-level courses must meet the same academic credential requirements as faculty teaching on campus. Instructors for community college and four-year institution courses taught in high schools must be selected, employed/assigned and evaluated by the college or university. They must be selected from individuals with appropriate credentials and demonstrated teaching competencies at the college level. For transfer courses, these qualifications include a minimum of a master's degree with 18 graduate hours appropriate to the academic field or discipline in which they are teaching. Instructors in career and technical education courses must possess the credentials and demonstrated teaching competencies appropriate to the field of instruction, including 2,000 hours of work experience and the appropriate recognizable credential depending on the specific field.

For courses offered by  four-year institutions: institutions may offer for dual credit only coursework that is also offered on campus, and courses must have been articulated with at least three regionally-accredited Illinois universities. For both institutional types, course content and learning outcomes must be the same as those for courses offered on campus and at other off-campus sites. Learning outcomes must be appropriately measured. Institutions must provide high school instructors with an orientation in course curriculum, assessment methods, and administrative requirements before high school instructors are permitted to teach dual credit courses. Dual credit instructors must be given the opportunity to participate in all activities available to other adjunct faculty, including professional development, seminars, site visits, and internal communication, provided that such opportunities do not interfere with an instructor's regular teaching duties. Every dual credit course must be reviewed annually by faculty through the appropriate department to ensure consistency with campus courses. Dual credit students must be assessed using methods consistent with students in traditional credit-bearing college courses.

Regulations for four-year institutions also specify that course prerequisites, descriptions, outlines, requirements and methods of evaluation must be the same as for on-campus offerings.

For community college and four-year institution courses offered at a high school: All state laws, ICCB and state agency regulations, accreditation standards, and local college or institution policies that apply to courses, instructional procedures and academic standards at the college or university apply to college-level courses offered by the college or institution on campus, at off-campus sites, and at secondary schools must be met. These policies, regulations, instructional procedures and academic standards apply to students, faculty and staff associated with these courses. 

Citations: 110 ILCS 27/20 (P.A. 100-1049, eff. 1-1-19); 23 Ill. Adm. Code 1501.507(b)(11) and 1009.30(2)

Course quality component Yes. In order to be approved to offer dual credit courses in Illinois, an institution must maintain the standards related to accreditation, and all academic standards at the college or university must apply to college-level courses offered by the institution on campus, at off-campus sites, and at secondary schools. 
 
Institutions are required to offer for dual credit only coursework that is also offered on campus.  
  • The content of each dual credit course must be the same as courses offered on campus and at other off-campus sites and shall contain the same content as the master course that has been articulated with coursework at Illinois institutions.
  • Course prerequisites, descriptions, outlines, requirements, learning outcomes and methods of evaluating students shall be the same as for on-campus offerings. 
  • Every dual credit course must be reviewed annually by faculty through the appropriate college or university department to ensure consistency with campus courses.
For high school and community college partnership agreements, agreements must include an assurance that the community college district has appropriate control of the curriculum, consistent with law, regulations and accreditation. Course content must be equivalent to credit-bearing college-level courses offered at the community college. Course content, delivery and rigor are to be evaluated by the community college chief academic officer or designee, in consultation with the district's superintendent.

For courses offered by four-year institutions: institutions may offer for dual credit only coursework that is also offered on campus, and courses must have been articulated with at least three regionally-accredited Illinois universities. For both institutional types, course content and learning outcomes must be the same as those for courses offered on campus and at other off-campus sites. 

Every dual credit course must be reviewed annually by faculty through the appropriate department to ensure consistency with campus courses. Dual credit students must be assessed using methods consistent with students in traditional credit-bearing college courses.

Regulations for four-year institutions also specify that course prerequisites, descriptions, outlines, requirements and methods of evaluation must be the same as for on-campus offerings.

All state laws, ICCB and state agency regulations, accreditation standards, and local college or institution policies that apply to courses, instructional procedures and academic standards at the college or university apply to college-level courses offered by the college or institution on campus, at off-campus sites, and at secondary schools. These policies, regulations, instructional procedures and academic standards apply to students, faculty and staff associated with these courses.

Citations: 110 ILCS 27/30; 23 Ill. Admin. Code 1009.30

Program reporting requirement Yes. The state board  must annually assemble all data reported by district superintendents on the number of students enrolled in community college courses, the name and number of the course(s) each such student is taking.

The Illinois Community College Board and the Illinois Board of Higher Education are responsible for oversight and review of dual credit programs offered by public community colleges and institutions, respectively. Each institution must annually report to the appropriate agency on the following data, at a minimum: 
  • Number and description of dual credit courses
  • Faculty teaching dual credit courses and their academic credentials
  • Enrollments in dual credit courses
  • Sites of dual credit offerings.
The state board must establish a data warehouse, developed in cooperation with the community college board and the board of higher education, that integrates data from multiple student unit record systems and supports all of the uses and functions of the longitudinal data system set forth in statute. The data warehouse must include student-level enrollment, demographic, and program participation information, including information on participation in dual credit programs.

In addition, school report cards for public reporting purposes must include curriculum information, including dual enrollment courses. 

Citations: para 1: 105 ILCS 5/2-3.144, 105 ILCS 5/10-21.4, 105 ILCS 5/34-8 para 2: 110 ILCS 27/25 para 3: 110 ILCS 27/30; 23 Ill. Admin. Code 1009.50 para 4: 105 ILCS 5/10-17a(2)(B)

Program evaluation component 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 performance in postsecondary education must be incorporated into the evaluation of dual credit programs in both high school and college.

In addition, Board of Higher Education staff may conduct reviews and/or visitations of authorized institutions and high school partner sites as necessarily for the implementation of the Dual Credit Quality Act and BHE regulations. Board staff may review all course offerings, in cooperation with institutional staff, to verify the institution's implementation and maintenance of the conditions that were presented in its applications and that formed the basis upon which the authorizations were granted. BHE staff may deny a continuation of initial approval if the institution:  
  • Has failed to permit any duly authorized representative of the Board to enter upon the premises of the institution and to inspect or otherwise examine the institutional records regarding dual credit offerings in the state
  • Has failed to maintain the conditions under which the institution was authorized
  • Has a loss of accreditation with an accrediting body with which the institution is or was affiliated
  • Has a memorandum, letter or report issued by federal or state regulatory agencies or offices of attorney general, offices of inspectors general, or similar bodies that affect an institution's status with those bodies.

Citations: p1: 110 ILCS 27/30; 23 Ill. Admin. Code 1009.50 pp 2-3: 23 Ill. Adm. Code 1009.70 and .80

Transferability
Public postsecondary institutions required to accept credits Yes. The Illinois Articulation Initiative (IAI) is a statewide transfer agreement with over 100 participating public and private two- and four-year institutions. All participating institutions agree to accept credits for specific courses. Since dual credit courses are identical to any other college course, the transferability for them is the same as for any on-campus college course.

A background on IAI and a listing of current courses can be found at itransfer.org. 

Citations: 110 ILCS 27/18, IL respondent


Indiana
Program Basics
Statewide policy in place Yes
Definition or title of program A Dual Credit course is one taught by a high school faculty member, a college faculty or adjunct faculty member that a high school student may take to earn both high school and college credits. Dual credit courses may include an on-campus course taught to regular postsecondary students, or a college course taught in a high school classroom by a faculty member of an institution.

A Concurrent Enrollment course is a dual credit taught at a high school by a regular high school faculty member approved by an institution, for high school credit, and college credit if an agreement is made between the school corporation and an institution.

The Postsecondary Enrollment Program allows school corporations (districts) and eligible institutions to offer college courses taught by faculty members of eligible institutions, and concurrent enrollment courses.

School corporations may also offer a supplemental postsecondary education program, or allow a student to attend an education program during the regular school day/school year apart from Postsecondary Enrollment Program. An eligible institution may also allow a public school student to enroll in a course independent of Postsecondary Enrollment Program.

Citations: IC 21-43-4-1.5, IC 21-43-4-2

Where courses provided
  • At high school (Postsecondary Enrollment Program)
  • At postsecondary institution (Postsecondary Enrollment Program)
  • Virtual program (any “dual credit” course)
  • Other (Postsecondary Enrollment Program) Based on demand for enrollment, an institution may offer a course through telecommunication, or a combination of onsite instruction and telecommunication, at on-campus or off-campus sites.

Citations: IC 21-43-4-1.5, IC 21-43-4-5.5, IC 21-43-1-2.5(4)

Postsecondary and/or secondary credit earned Depends on course type. A student in:
  • A concurrent enrollment course taught by an approved high school faculty member earns high school credit and may earn college credit through an agreement between the institution and school corporation.
  • An on-campus course taught by a faculty member of an institution as a regular course offering to postsecondary students earns postsecondary credit and must be approved by the student’s high school for high school credit.
  • A college course taught in a high school by a faculty member of an institution may earn both secondary and postsecondary credits.
  • An online course taught by a faculty member of an institution as a regular course offering to postsecondary students earns postsecondary credit and must be approved by the student’s high school for high school credit.
Postsecondary Enrollment Program: Not specified. Awarding of secondary credit is subject to school corporation’s approval of a course for secondary credit. The criteria for determining the courses approved for secondary credit, which may include a provision that a course in which the student intends to enroll is not approved for secondary credit if the course is so unlike any of the approved courses listed in 511 IAC 6-2-5(d) that appropriate secondary credit cannot be given.

Currently, institutions must award postsecondary credit upon a student’s completion of a Postsecondary Enrollment Program course. Effective with courses offered at a high school beginning in the 2014-15 school year, if the student achieves less than a 2.0 on a 4.0 unweighted grading scale, the student is not eligible to take additional dual credit courses in the same subject area.

Citations: bullet 1: IC 21-43-1-2.5(1); IC 21-43-4-3.5 bullet 2: IC 21-43-1-2.5(2) bullet 3: IC 21-43-1-2.5(3) bullet 4: IC 21-43-1-2.5(4) para 2: IC 21-43-4-5; 511 IAC 6-10-4(a)(2) para 3: IC 21-43-4-15

Students may take developmental/remedial courses through dual enrollment program No
CTE component 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.

A charter established or renewed for an adult high school after June 30, 2014 must require that the school will offer dual credit or industry certification coursework that aligns with career pathways as recommended by the Indiana Career Council.

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.

Citations: para 1: IC 21-43-1-5
para 2: IC 21-43-4-19.2
para 3: 511 IAC 6-7.1-7(i)(1)
para 4: IC IC 20-24-4-1(16)(C)
para 5: IC 21-43-4-19(b)

Unique characteristics It is recommended that schools offering dual credit courses on the high school campus use a dual credit provider from the preferred provider list as developed by the commission for higher education.

Effective with the 2015-2016 school year, a school corporation may provide a supplemental payment to a teacher in excess of the salary specified in the school corporation's compensation plan if the teacher has earned a master's degree from an accredited postsecondary institution in a content area related to the subject of a dual credit course taught by the teacher.

To be eligible for a Core 40 diploma with academic honors, a student must, among other criteria, achieve any of six college-ready measures. Two of the six measures include:
  • Dual credit courses from the priority course list resulting in 6 verifiable transcripted college credits.
  • Two of the following:
    • A minimum of 3 verifiable transcripted college credits from the priority course list.
    • Two Advanced Placement (AP) credits and the corresponding AP exam.
    • Two credits in an International Baccalaureate (IB) standard level course and corresponding exams.
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. Local policies may not prohibit a student from enrolling in or attending an education program when the student is not required to be in attendance at the student's school corporation.

Citations: para 1: 511 IAC 6-7.1-1, Sec. 1(i)
para 2: IC 20-28-9-1.5(1)(b)(i)
para 3: 511 IAC 6-7.1-6(g)
para 4: 511 IAC 6-7.1-7(i)(1)
para 5: IC 21-43-4-19(b), 511 IAC 6-10-4(b)

Access
Offering mandatory or voluntary Mandatory. The governing body of each school corporation must adopt policies to implement the Postsecondary Enrollment Program. In addition, each high school must provide at least two dual credit and two Advanced Placement course offerings. A high school may provide at least two Cambridge International courses to meet the dual credit/AP course offerings requirement.

An institution must accept or reject a student applying to participate in the Postsecondary Enrollment Program based on the standards ordinarily used to decide postsecondary student enrollments. However, a student may not be refused admission solely because the student has not graduated from a secondary school.

Citations: Para 1: 511 IAC 6-10-4, IC 20-30-10-4
Para 2: IC 21-43-4-10

College partners can be 2-year/4-year/both All programs: Both. An accredited private college or university may also participate.

Citations: IC 21-43-1-3; 511 IAC 6-10-1

Student eligibility requirements
  • Not specified. For Postsecondary Enrollment Program, eligibility requirements are set by the eligible institution and the school corporation’s governing body. A school corporation’s eligibility criteria may provide a student ineligible to participate if (1) participation would delay the student's progress toward high school graduation, or (2) the request is for enrollment in a course offered by the student's school and participation would result in cancellation of the course due to low enrollment.

Citations: IC 21-43-4-3.5(b)(3)(A); 511 IAC 6-10-4

Cap on number of credits students may earn Postsecondary Enrollment Program: No — student may enroll as part- or full-time student, upon the recommendation of a school administrator.

Citations: IC 21-43-4-4

Students/parents must be notified of dual enrollment opportunities No. Under the Postsecondary Enrollment Program, each school corporation must annually provide a student in grades 8-11 with information concerning postsecondary enrollment opportunities, but only if the student requests it, or the school corporation believes that providing the information would benefit the student. Policy is silent on annual notification to parents on the Postsecondary Enrollment Program.

Citations: IC 21-43-4-6

Counseling/advising is made available to students 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:
  • The courses in which the student may enroll, including prerequisites needed
  • The postsecondary credit the student earns upon successful completion of a course
  • The consequences of the student's failure to successfully complete a course
  • Notice of the course and schedule
  • The financial obligations of the student and the school under the postsecondary enrollment opportunity
  • The responsibilities of the student, the student's parent, and the school under the postsecondary enrollment opportunity
  • Other matters concerning the postsecondary enrollment opportunity.
Generally: In addition, each state educational institution must make available to students and high school guidance counselors a report indicating the extent to which and conditions under which postsecondary credit may be granted through various programs.

Citations: IC 21-43-4-8, IC 21-43-2-2

Finance
Who is primarily responsible for paying tuition Generally: Student/parent. However, the commission for higher education may identify a set of concurrent enrollment college courses that are offered in the high school setting for postsecondary credit and receive state funding as priority dual credit courses. The commission must set the tuition rate charged a student for a priority dual credit course. The commission on higher education has set tuition at no more than $25/credit hour for courses on the Priority Course List. Several institutions offer courses at costs below this commission requirement. 

Postsecondary Enrollment Program: For students enrolled at Ivy Tech Community College and taking courses on campus, the school corporation may be required to pay tuition. 

Upon demonstration of financial need, an eligible institution may grant a student financial assistance, including a tuition waiver. Ivy Tech is eligible for reimbursement for costs incurred to deliver courses taken by a student whose tuition is waived.

Citations: para 1: IC 21-43-1.5-1 and -2, Policy on Dual Credit Courses Taken in a High School Setting, May 9, 2013, "Early College Credit" ICHE
para 2-3: IC 21-43-4-19.5, IC 21-43-4-12 

How state funds participating high schools Postsecondary Enrollment Program: Equal

Citations: IC 20-43-4-8

How state funds participating postsecondary institutions All programs: Equal
Ensuring Program Quality
Instructor qualifications component Yes, for all programs. The institution must set the criteria for a faculty member or other instructor teaching the course with the institution or school corporation, depending on whether the course is taught by postsecondary faculty or high school instructor.

A school corporation may provide a supplemental payment to a teacher in excess of the salary specified in the school corporation's compensation plan if the teacher has earned a master's degree from an accredited postsecondary institution in a content area related to the subject of a dual credit course taught by the teacher.

In addition, a state educational institution or campus thereof that offers concurrent college courses must be either accredited by the National Alliance of Concurrent Enrollment Partnerships, or approved by the commission for higher education's Indiana Dual Credit Review Process. 

In 2013, 2015, and 2017, the Indiana legislature appropriated funds to support the Indiana STEM Teacher Recruitment Fund, which awards competitive grants to STEM teacher preparation programs. One allowable use of Indiana STEM Teacher Recruitment Fund dollars is the STEM Teach program, which provides graduate-level coursework to veteran teachers to qualify them to teach STEM dual enrollment courses. 2017 H.E.A. 1001 appropriated $5 million in the biennium (July 1, 2017 to June 30, 2019) to the Indiana STEM Teacher Recruitment Fund.

In addition, in February 2018, the Indiana Department of Education announced a one-year partnership with Indiana University to cover registration and fees for 100-200 English, math, science and social studies teachers to take master's level coursework at any partnering postsecondary provider.

Citations: IC 21-43-4-3.5, IC 21-43-4-19.2, IN ST 20–28–9–1.5

Course quality component Yes, for all programs. An institution participating in the Postsecondary Enrollment Program must ensure that course content and rigor is adequate to warrant providing credit to a student as if the student took the course as a student at the eligible institution, including determining prerequisites, if any, for enrollment in a dual credit course and standards for assessment.

In addition, a state educational institution or campus thereof that offers concurrent college courses must be either accredited by the National Alliance of Concurrent Enrollment Partnerships, or approved by the commission for higher education's Indiana Dual Credit Review Process. 

Citations: IC 21-43-4-3.5, IC 21-43-4-19.2

Program reporting requirement Each postsecondary institution must maintain the same information for each participating student (recording postsecondary credit granted instead of secondary credit granted). The commission for higher education is entitled to access these records.

Citations: IC 21-43-4-18

Program evaluation component 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.

Citations: IC 21-43-4-19(a)(2)

Transferability
Public postsecondary institutions required to accept credits Yes, if the course is offered by a state educational institution and the course is listed in the statewide core transfer library (such courses are transferable on all campuses of the state educational institutions). The educational institution other than the one the student completed the course with must also grant credit for courses that are subject to an articulation agreement, and may grant credit for other successfully completed courses.

Citations: IC 21-42-5-1, IC 21-43-4-5.2


Iowa
Program Basics
Statewide policy in place Yes
Definition or title of program Senior Year Plus (SYP) is an umbrella program created in 2008 that encompasses Concurrent Enrollment, Postsecondary Enrollment Options Program (PSEO), Advanced Placement (AP), Career Academies, Regional Academies, and, most recently, Project Lead the Way. Though many of these programs were available to students in Iowa prior to 2008, the SYP legislation was implemented to provide increased and more equal access to college credit and AP courses. SYP programs offer students an opportunity to enroll in college coursework and, in most cases, receive both high school and college credit simultaneously. Specifically, “Senior Year Plus” includes:
  • A “district-to-community college sharing or concurrent enrollment” program administered by the department permitting eligible students in grades 9-12 to enroll part-time in rigorous academic or technical coursework approved by the board of directors of a school district through a contractual agreement between a community college and the school district, during the regular school year, at or through community colleges
  • Postsecondary Enrollment Options (PSEO),” allowing primarily 11th and 12th graders to take college and university courses which are not comparable to courses offered by the secondary institution or offered through concurrent enrollment at an eligible postsecondary institution as a part-time student
  • Courses offered through career academies for college credit
  • Project Lead the Way courses.
“Senior Year Plus” also includes requirements regarding Advanced Placement classes. Provisions specific to Advanced Placement are not listed in this profile.

Dual Enrollment refers to students enrolled in both competent private (i.e., homeschooled) and public instruction simultaneously. Students who are enrolled in college coursework while still in high school are categorized as jointly enrolled (i.e., Joint Enrollment).

An articulated course is offered by a high school through an agreement between a district and a postsecondary institution that allows students to receive college credit upon matriculation based on the demonstrated mastery of concepts in the high school course. (Iowa Admin. Code 281-22.32(8)(c))

Citations: I.C.A. § 261E.8(1); I.C.A. § 261E.6(1)

Where courses provided District-to-Community College Sharing or Concurrent Enrollment, Career Academy, and Project Lead the Way:
  • At high school
  • At community college
  • Virtual program (e.g., Iowa Communications Network (ICN) or internet)
Postsecondary Enrollment Options:
  • At postsecondary institution

Citations: I.C.A. § 261E.6 and § 261E.11

Postsecondary and/or secondary credit earned District-to-Community College Sharing or Concurrent Enrollment: Both, if course previously approved by the school board through annual approval process.

Postsecondary Enrollment Options: Both. However, a 2016 revision to the Senior Year Plus program limits the use of postsecondary enrollment options (PSEO) as a means to enroll students in a course when it is possible for such enrollment to be handled through a contracted course offered through the concurrent enrollment program. A course offered under PSEO is ineligible for the program if offered under an existing district-to-community college or concurrent enrollment program for postsecondary credit. This change only impacts courses offered by a community college – a school district may continue to enroll students through PSEO in coursework offered by other eligible postsecondary institutions, including Iowa’s public universities, private colleges and universities, and eligible proprietary institutions.

Project Lead the Way: Both, if the course is offered through a community college. School districts may elect to offer a Project Lead the Way course as an articulated course, where the student will earn high school credit upon completion of the course and college credit upon matriculation (assuming requirements contained in the articulation agreements are met).

Citations: para 1: I.C.A. § 261E.8(4)
para 2: Link
ara 3: Iowa Admin. Code 281- 22.32(8)(c)

Students may take developmental/remedial courses through dual enrollment program No

Citations: I.C.A. § 257.11(3)(b)(4)

CTE component 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.

Citations: I.C.A. § 261E.10

Unique characteristics All Senior Year Plus Programs: Students from accredited nonpublic schools and homeschooled students may access the program through the school district in which the accredited nonpublic school or private institution is located.

Institutions must ensure students have access to student support services, including but not limited to tutoring, counseling, advising, library, writing and math labs, and computer labs, and student activities, excluding postsecondary intercollegiate athletics. Statute provides funds (when appropriated by the general assembly) for the development of additional Internet-based Senior Year Plus courses.

Postsecondary Enrollment Options: Students from the Iowa School for the Deaf or the Iowa Braille and Sight Saving School may also participate.

Citations: Iowa Admin. Code 281- 22.32(3), I.C.A. § 261E.6(3), I.C.A. § 261E.3(3)(b), I.C.A. § 261E.13(1)(c)

Access
Offering mandatory or voluntary State has both mandatory and voluntary dual enrollment programs.

Postseconary Enrollment Options: Mandatory

Other Senior Year Plus programs (i.e., Concurrent Enrollment, Project Lead the Way, Career or Regional Academy programs): Voluntary. However, when a district offers another Senior Year Plus (SYP) program, eligible students must be allowed to participate (a district cannot place barriers to participation that are not contained within the legislation).

All programs: Eligible institutions must allow eligible students to participate.  Eligible institutions may not place restrictions on participation in SYP programming beyond those specified in statute or administrative rule.

Citations: Iowa Admin. Code 281-22.4(1)(h)

College partners can be 2-year/4-year/both District-to-Community College Sharing or Concurrent Enrollment, Career Academies, and Project Lead the Way: Two-year

Postsecondary Enrollment Options: Both. An eligible accredited private institution may also participate.

Citations: para 1: I.C.A. § 261E.8(1);Iowa Admin. Code 281-22.32(7) para 2: Iowa Admin. Code 281-22.6; I.C.A. § 261E.6; I.C.A. § 262.9(35)

Student eligibility requirements All Senior Year Plus programs (CTE exception cited below):
  • Written approval/recommendation. Student must have approval of the school board or its designee and the eligible postsecondary institution to register for the postsecondary course.
  • Meet entrance requirements set by postsecondary institution
  • Student in grades 11-12 (Postsecondary Enrollment Options may include ninth and tenth grade students who have been identified by the school district as gifted and talented).
  • Other. Student must be proficient in reading, math, and science based on their performance on the Iowa Assessments. Proficiency scores for the Iowa Assessments are determined in the Standard Score metric (previously, students had to score at or above the 41st national percentile rank (NPR) in each of the three subject areas) specific to grade, content, and time of year (fall, midyear, and spring). If a student is not proficient in one or more of these content areas, the school board may establish alternative but equivalent qualifying performance measures including but not limited to additional administrations of the state assessment, portfolios of student work, student performance rubric, or end-of-course assessments.)
Concurrent Enrollment, Career Academies, Project Lead the Way: Open to students in grades 9-12.

District-to-Community College Sharing or Concurrent Enrollment: For a CTE course, a student is exempt from proficiency requirements, but may be required by a community college to complete an initial assessment to determine the applicant's readiness to enroll in career and technical coursework, and the community college may deny the enrollment.

Project Lead the Way: A school district may set additional eligibility requirements to ensure student readiness to achieve success. All students in a district-to-community college shared course must meet the expectations of the national organization that administers the Project Lead the Way program and must be registered for college credit.

Citations: I.C.A. § 261E.3(1)(e), I.C.A. § 261E.8(7), Iowa Admin. Code 281- 22.32(7)(e)

Cap on number of credits students may earn Yes. Both Senior Year Plus and Postsecondary Enrollment Options specifically: A participating student is not eligible to enroll on a full-time basis (24 or more postsecondary credit hours in any academic year) in an eligible postsecondary institution.

Citations: Iowa Admin. Code 281-22.4(1)(g) Iowa Admin. Code 281-22.6 I.C.A. § 261E.7(2)

Students/parents must be notified of dual enrollment opportunities District-to-Community College Sharing or Concurrent Enrollment and Project Lead the Way: Yes. Notice of the availability of the program must be included in a school district's student registration handbook. The handbook must identify which courses, if successfully completed, generate college credit under the program. A student and the student's parent must also be made aware of this program as a part of the development of the student's core curriculum plan.

Postsecondary Enrollment Options: Yes. The availability and requirements of this program must be included in each school district's student registration handbook. Information about the program must be provided to the student and the student's parent prior to the development of the student's core curriculum plan.

Citations: para 1: I.C.A. § 261E.8(1); Iowa Admin. Code 281-22.32(2) para 2: I.C.A. § 261E.6(2)

Counseling/advising is made available to students 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.

Citations: I.C.A. § 261E.12

Finance
Who is primarily responsible for paying tuition Student's district. However, the payment varies by Senior Year Plus (SYP) program:

Postsecondary Enrollment Options (PSEO): A school district must pay a tuition reimbursement amount to a postsecondary institution that has enrolled its resident eligible students. For a student in an open enrollment situation, tuition is paid by the receiving district. The amount of tuition reimbursement for each separate course must equal the lesser of
  • The actual and customary costs of tuition, textbooks, materials, and fees directly related to the course taken by the eligible student
  • $250
An eligible postsecondary institution must make pro rata adjustments to tuition reimbursement amounts based on federal guidelines.

However, if the student fails to complete and receive credit for the course, the student or parent must reimburse the school district for its costs.

Postsecondary institutions may not charge students for textbooks, materials, or fees directly related to the course in which the student is enrolled except that the student may be required to purchase equipment that becomes the property of the student.

For students at the Iowa school for the deaf and the Iowa braille and sight saving school, the state board of regents must pay a tuition reimbursement amount by June 30 of each year.

Concurrent Enrollment: Districts that enter into a concurrent enrollment agreement are responsible for payment to the cooperating community college per the terms stipulated in their agreement. Districts are eligible to receive supplementary weighting for students enrolled in concurrent enrollment courses. As stipulated in statute, students enrolled in a qualifying concurrent enrollment course are assigned an additional weighting of .70 for career and technical courses and .46 for liberal arts and science courses.

All programs: Districts and eligible postsecondary institutions may not charge students for tuition.

Citations: I.C.A. § 299A.12(3)(f), I.C.A. § 261E.7(1), I.C.A. § 261E.7(1), (3) and (4), I.C.A. § 261E.7(3), I.C.A. § 261E.7(1), (I.C.A. § 261E.7; Iowa Admin. Code 281-22.11(6), I.C.A. § 257.11(3) Concurrent Enrollment Weight: I.C.A. § 257.11(3)(b)

How state funds participating high schools District-to-Community College or Concurrent Enrollment: Funded at a higher level. Students enrolled in eligible courses are given an additional weight of .70 for CTE courses and .46 for liberal arts and science courses. A career academy course may qualify as a concurrent enrollment course if it meets the criteria for district-to-community college sharing or concurrent enrollment programs. A district is also eligible for supplemental funding for concurrent enrollment classes provided via the ICN, or for Project Lead the Way (PLTW) enrollment through sharing with a community college.

Postsecondary Enrollment Options: Equal

Citations: Iowa Admin. Code 281-97.1(257), Iowa Admin. Code 281-17.10(8), I.C.A. § 257.11

How state funds participating postsecondary institutions Equal
Ensuring Program Quality
Instructor qualifications component All Senior Year Plus Programs: Yes. Course instructors must meet the standards and requirements that other full-time instructors in the academic department are required to meet and that are approved by the appropriate postsecondary administration. Community colleges must report instructor degree, certifications, and other qualifications to meet the minimum hiring standards.

District-to-Community College Sharing or Concurrent Enrollment: Yes. For a district to be eligible for supplemental weighting for participating students, a class must be included in the community college catalog or an amendment or addendum to the catalog, and open to all registered community college students, not just high school students. (The class may be offered in a high school attendance center.) The course instructor must be employed or contracted by a community college. The course must be taught using the community college course syllabus, and taught in such a manner as to result in student work and student assessment that meet college-level expectations.

Project Lead the Way: Yes, A school district offering a Project Lead the Way program must offer the curriculum developed by the national organization that administers the Project Lead the Way program. An instructor must have successfully completed the training required by and meet the minimum requirements of the national organization that administers the Project Lead the Way program.

Citations: I.C.A. § 257.11(3), I.C.A. § 261E.3(2), Iowa Admin. Code 281-22.11(7), Iowa Admin. Code 281- 22.32(4) and (5)

Course quality component District-to-Community College Sharing or Concurrent Enrollment: Yes. For a district to be eligible for supplemental weighting for participating students, a class must be included in the community college catalog or an amendment or addendum to the catalog, and open to all registered community college students, not just high school students. (The class may be offered in a high school attendance center.) The course instructor must be employed or contracted by a community college. The course must be taught using the community college course syllabus, and taught in such a manner as to result in student work and student assessment that meet college-level expectations. 

Under postsecondary enrollment options, a postsecondary institution is required to review the course on a regular basis for continuous improvement, to follow up with students in order to use information  gained from the students to improve course delivery and content, and to share data on course progress and outcomes with the collaborative partners involved with the delivery of the programming and with the department, as needed.

A school district is required certify annually to the department that the course provided to a high school student for postsecondary credit in accordance with this chapter does not supplant a course provided by the school district in which the student is enrolled.

Project Lead the Way: Yes, A school district offering a Project Lead the Way program must offer the curriculum developed by the national organization that administers the Project Lead the Way program. 

Citations: I.C.A. § 261E.3, § 261E.7-9

Program reporting requirement All Senior Year Plus programs: Yes. Postsecondary institutions must use the student’s K-12 unique student identifier as part of the institution's student data management system. Institutions must collect data and report to the department on the proportion of females and minorities enrolled in science, technology, engineering, and mathematics-oriented educational opportunities provided through Senior Year Plus programs. The department must submit the programming data and the department's findings and recommendations in a report to the general assembly annually by January 15.

Legislation provides funds (when appropriated by the general assembly) for the development of a data management system, including a transcript repository, for Senior Year Plus programming. The data management system must include information generated by grade 8-12 core curriculum plan provisions, data on courses taken by Iowa students, and the transferability of course credit.

Postsecondary Enrollment Options, District-to-Community College Sharing and Concurrent Enrollment: Community colleges must annually report to the department of education for the previous fiscal year:
  • Total revenue received from each local school district as a result of high school students enrolled in community college courses under the postsecondary enrollment options program
  • Total revenue received from each local school district as a result of high school students enrolled in community college courses through shared supplementary weighting plans
  • Unduplicated headcount of high school students enrolled in community college courses under the postsecondary enrollment options program
  • Unduplicated headcount of high school students enrolled in community college courses through shared supplementary weighting plans.
  • Total credits earned by high school students enrolled in community college courses under the postsecondary enrollment options program, broken down by vocational-technical or career program and arts and sciences program
  • Number of courses in which high school students are enrolled under shared supplementary weighting plans and the portions of those courses that are taught by an instructor who is employed by the local school district for a portion of the school day.
Postsecondary Enrollment Options: The board of regents (which oversees public four-year institutions) must annually report to the general assembly:
  • Total revenue received from each local school district as a result of high school students enrolled in courses under the postsecondary enrollment options program at the institutions of higher learning under the board's control
  • Unduplicated headcount of high school students enrolled in courses under the postsecondary enrollment options program at the institutions of higher learning under the board's control
  • Total credits earned by high school students enrolled in courses under the postsecondary enrollment options program at the institutions of higher learning under the board's control, broken down by degree program.
District-to-Community College Sharing or Concurrent Enrollment and Senior Year Plus: The state board, in collaboration with the board of directors of each community college, must adopt rules that clearly define data and information elements to be collected related to the programs. Data elements must include:
  • The course title and whether the course supplements, rather than supplants, a school district course
  • An unduplicated enrollment count of eligible students participating in the program
  • The actual costs and revenues generated for concurrent enrollment. An aligned unique student identifier system must be established by the department for students in kindergarten through grade twelve and community college
  • Degree, certifications, and other qualifications to meet the minimum hiring standards
  • Salary information including regular contracted salary and total salary
  • Credit hours and laboratory contact hours and other data on instructional time
  • Other information comparable to the data regarding teachers collected in the basic education data survey.

Citations: p1: I.C.A. § 261E.3 (3)(j) p2: I.C.A. § 261E.13(1)(b) Also: I.C.A. § 261E.8(8), 260C.14(21)(a)(1) through (6), I.C.A. § 262.9(35), I.C.A. § 261E.8(8)

Program evaluation component 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.

Citations: I.C.A. § 256.17

Transferability
Public postsecondary institutions required to accept credits No. However, legislation requires the creation of an Internet-based information clearinghouse that identifies Senior Year Plus program course transferability and articulation between the various Iowa postsecondary systems.

Citations: I.C.A. § 261E.12


Kansas
Program Basics
Statewide policy in place Yes
Definition or title of program Through the Kansas Challenge to Secondary School Pupils Act (a.k.a. Concurrent Enrollment), secondary students may enroll in eligible postsecondary institutions.

Students may also access coursework at the high school if the district and an eligible postsecondary institution have approved a Concurrent Enrollment Partnership agreement, whereby a high school instructor teaches a college-level course at the high school. Concurrent Enrollment Partnerships formed between a district and eligible postsecondary education institution in which a high school faculty member teaches a college-level course to eligible high school students enrolled at a high school during the regular high school day. 

Concurrent Enrollment Partnerships do NOT include the following:  (1) programs in which the high school student travels to the college campus to take courses prior to graduation during the academic year or during the summer; (2) programs in which college faculty travel to the high school to teach separate courses to high school students; and (3) the College Board Advanced Placement Program and the International Baccalaureate Program, which use standardized tests to assess the student’s knowledge of a curriculum developed by a committee consisting of both college and high school faculty.  

Under other aspects of Dual Credit, a student may enroll in coursework at a postsecondary institution. However, since dual credit is not a systemwide policy, dual credit arrangements are made between students, local school districts and postsecondary institutions.

Unless otherwise noted, policies in this profile refer to Concurrent Enrollment.

Citations: K.S.A. § 72-3222, -3223 Board of Regents Policy Manual (rev. June 20, 2018), Chap. III, A, 13

Where courses provided
  • At high school
  • At postsecondary institution

Citations: Board of Regents Policy Manual (rev. June 20, 2018), Chap. III, A, 13; K.S.A. § 72-3222 through -3224

Postsecondary and/or secondary credit earned Postsecondary credit.  A school district may but is not required to award secondary credit. The district may deny awarding credit on the basis that high school credit is inappropriate for such coursework.

Citations: K.S.A. § 72-3222

Students may take developmental/remedial courses through dual enrollment program Concurrent Enrollment Partnership: No

Citations: Board of Regents Policy Manual (rev. June 20, 2018), Chap. III, A, 13

CTE component Yes. The "Excel in CTE" initiative was established in 2012. Secondary students may enroll in tiered, funded CTE courses that are part of a state-approved postsecondary program, and that are 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, KSDE 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.

The Career Technical Education Incentive Program contributes to support of students enrolled and graduating with industry-recognized certification in high needs areas. Each school year, to the extent sufficient funds are appropriated to the career technical education incentive program, the school district in which a student (a) was enrolled, (b) earned an industry-recognized credential from an annually-determined list established by the Kansas Department of Education, Kansas Board of Regents, and the Kansas Department of Labor in accordance with specified criteria, and (c) successfully graduated from high school, can be awarded incentive funds. Based on funding levels, from these funds, the school district must cover at least half of the cost of the credential assessment, but can require the student to pay the other half. If the student came from a private school or homeschool, the college that initially covered the cost of the exam can be reimbursed by the state for half the cost.

S.B. 19 (2017) continued CTE weighting which multiplies FTE enrollment in approved CTE by .5. This bill directed KSDE to student the cost of CTE programs and House and Senate committees to review the study by 07-01-19.

Citations: K.S.A. § 72-3810, K.S.A. § 72-3819 (modified in 2017 to move incentive dollars from BOR to KSDE for 2018 & 2019) Originally established by S.B. 155, 2012

Unique characteristics Private school students may participate in postsecondary CTE programs. Private and homeschool 10th, 11th and 12th grade students may be admitted to community colleges if they have an ACT or SAT score at or above the national average, have a cumulative high school GPA of 3.0 or above, or have been determined by the community college or technical college or the Washburn Institute of Technology, after evaluating the applicant's educational credentials, to be able to benefit from the courses in which the applicant wishes to enroll.

Citations: Board of Regents Policy Manual (rev. June 20, 2018), Chap. III, A, 13; Kan. Admin. Regs. 88-26-3

Access
Offering mandatory or voluntary Voluntary

Citations: K.S.A. § 72-3223

College partners can be 2-year/4-year/both Both. Accredited independent institutions may also participate.

Citations: K.S.A. § 72-3222

Student eligibility requirements
  • Student in grades 10-12 (or 9-12th graders identified as gifted and meet other requirements below) 
  • Written approval/recommendation. Student must have been authorized by the principal of the school attended to apply for enrollment at an eligible postsecondary education institution.
  • Meet entrance requirements set by postsecondary institution. Concurrent Enrollment Partnerships: Student must have met institutional enrollment requirements; satisfied course prerequisites; and followed institutional procedures regarding assessment/placement. In order to enroll in a Concurrent Enrollment Partnership course, students must achieve the same score or subscore on a standardized placement test as is required for students enrolled in the same on-campus course. Postsecondary partner institutions may establish higher standards.
  • Other. Student must have “demonstrated the ability to benefit from participation in the regular curricula of eligible postsecondary education institutions.”
Concurrent Enrollment Partnerships: Institutions may set higher standards.

Citations: K.S.A. 72-§ 72-3222 BOR Policy Manual (rev. June 20, 2018), Chap. III, A, 13

Cap on number of credits students may earn No — student may enroll as part- or full-time student.

Citations: Board of Regents Policy Manual (rev. June 20, 2018), Chap. III, A, 13

Students/parents must be notified of dual enrollment opportunities No
Counseling/advising is made available to students 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.

Citations: Board of Regents Policy Manual (rev. June 20, 2018), Chap. III, A, 13

Finance
Who is primarily responsible for paying tuition General coursework: Student/parent. For academic courses, tuition is an amount negotiated by the school district and the college/university under this program. Tuition, books, equipment and any other costs of enrollment are the responsibility of the student or the student's parent. No school district may be responsible for the payment of concurrent enrollment tuition.

For tiered, funded CTE courses: Combination of state and student/parent. Students may be charged fees (including expenses for books and supplies) but not tuition. Each school year, to the extent sufficient monies are appropriated to the secondary CTE program, KSDE is required to 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.

Citations: K.S.A. § 72-3222, 3224 K.S.A. § 72-3819, K.S.A. § 72-3810

How state funds participating postsecondary institutions Equal

Citations: K.S.A. § 71-601(a)

Ensuring Program Quality
Instructor qualifications component Yes. If a district and postsecondary institution enter into a Concurrent Enrollment Partnership (CEP) for high school teachers to teach college credit classes during the school day, the CEP agreement must include necessary directions for curriculum, faculty, students, assessment, and a listing of principles for assuring quality in programming. CEP agreements must also include an implementation plan for ensuring high school faculty teaching concurrently enrolled partnership students are integrated into the postsecondary partner institution through orientation, professional development, seminars, site visits, annual evaluations and ongoing communication with the postsecondary partner institution’s faculty.

CEP arrangements must include collaborative faculty development programming such as pedagogy, instructional design, course management, instructional delivery skill improvement, curricular reform initiatives, and student success assessment strategies. 

High school faculty teaching college-level, non-tiered Concurrent Enrollment Partnership courses are required to attain instructional eligibility by meeting the standards established by the Higher Learning Commission.

Faculty teaching college-level tiered technical courses through a Concurrent Enrollment Partnership are required to attain instructional eligibility by meeting the academic standards addressed above or possess a valid/current industry-recognized credential and a minimum of 4,000 hours of work experience in the specific technical field.

Postsecondary partner institutions may set higher standards.

Before approving high school faculty to teach college-level Concurrent Enrollment Partnership courses, the postsecondary partner institution must provide the high school faculty with orientation and training in course curriculum, assessment criteria, course philosophy, and Concurrent Enrollment Partnership administrative requirements. The postsecondary partner institution is expected to provide the high school faculty with ongoing professional development opportunities.

Orientation and/or professional development activities are to include collaborative faculty development programming such as pedagogy, instructional design, course management, instructional delivery skill improvement, curricular reform initiatives, and student success assessment strategies.

The postsecondary partner institution is required to annually conduct evaluations of high school faculty teaching Concurrent Enrollment Partnership courses to ensure compliance with the state expectations for Concurrent Enrollment Partnership courses.

Citations: BOR Policy Manual (revised June 20, 2018) Chapter III, A, Section 13 (IV)

Course quality component Yes. Courses administered through a Concurrent Enrollment Partnership must be university/college catalogued courses with the same departmental id, course descriptions, numbers, titles and credits. Courses must have been approved through the institution’s curriculum approval process. The high school and college-level prerequisites, the content of courses, course goals and objectives, must be the same as those for the same courses offered to students at any location or by any delivery method. Materials such as textbooks must be comparable to those used in the same course throughout the institution. Procedures for selection of textbooks and related material by high school faculty who teach concurrently enrolled students must follow adopted postsecondary institutional policies. If the course is an approved competency-based course, the competencies must be the same as those for courses not taught to concurrently enrolled students.

A CEP agreement must contain a plan for ensuring that courses offered are annually reviewed by college faculty in the discipline at the partner postsecondary institution. The annual review must ensure that Concurrent Enrollment Partnership students are held to the same grading standards and standards of achievement, and are being assessed using the same methods (i.e., papers, portfolios, quizzes, labs), as students in on-campus sections. The review must also ensure high school faculty are utilizing the same final examination for each CEP course as is given in a representative section of the same course taught at the public postsecondary institution awarding the course credit; that high school faculty are applying the same scoring rubric for the assigned course as is used in the on-campus course; and that course management, instructional delivery and content meet or exceed those in regular on-campus sections. 

 

Citations: Board of Regents Policy Manual (rev. June 20, 2018), Chap. III, A, 13

Program reporting requirement Yes. Institutions must report the following as a part of the Kansas Postsecondary Database:
  • Directory information for each high school student enrolled
  • All postsecondary credit hours generated by each high school student
  • Credentials of faculty teaching CEP courses
  • CEP credit hours generated by each high school student.
In each odd-numbered year, each public postsecondary institution must provide to board of regents staff a list of high schools with which it has CEP agreements. For each institution, board of regents staff select no more than 2 high schools for reporting. For each high school selected, the institution must submit the following information to the board office:
  • Copy of the CEP agreement, including the implementation plan for professional development of CEP instructors, and student guide for CEP students.
  • Student guide for CEP students, as described in board of regents policy
  • Report resulting from the annual review of CEP courses by postsecondary partner faculty, aggregated by discipline.
In addition, in odd-numbered years each institution must forward to the board office a copy of all reports resulting from the five-year institutional review of Concurrent Enrollment Partnerships. 

All reports must be reviewed for compliance and the results reported to the board president and chief executive officer. 

Citations: BOR Policy Manual (rev. June 20, 2018), Chap. III, A – Academic Affairs, Sec. 13

Program evaluation component Yes, for courses offered through a Concurrent Enrollment Partnership (CEP) agreement. Each CEP agreement 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.

Citations: BOR Policy Manual (rev. June 20, 2018), Chap. III, A – Academic Affairs, 13

Transferability
Public postsecondary institutions required to accept credits Yes. To facilitate transfer and articulation across the Kansas public postsecondary education system, the Board of Regents provided a Transfer and Articulation Council with oversight responsibility for implementing the Board’s systemwide transfer and articulation policy.  The Council’s mission is to create structures and processes that facilitate student transfer and degree completion within Kansas higher education. The Council provides status reports, as appropriate, to the System Council of Chief Academic Officers. Public postsecondary institutions are required to accept courses approved by the board of regents as equivalent courses. As of June 2019. the list included 91 courses, with additions occurring each year on the recommendation of a statewide Transfer & Articulation Council. Many of the courses taken through a Concurrent Enrollment Partnership are on the list of System Wide Transfer. A full list of approved courses is available at kansasregents.org.

Citations: Board of Regents Policy Manual (rev. June 20, 2018), Chap. III, A, 13 and response from KS BOR to KS profile. 


Kentucky
Program Basics
Statewide policy in place Yes
Definition or title of program State has two programs: In a Dual Credit course, a student receives credit from both the high school and postsecondary institution in which the student is enrolled upon completion of a single class or designated program of study, including participating in the Gatton Academy of Mathematics and Science in Kentucky or the Craft Academy for Excellence in Science and Mathematics. If a dual credit course is taught by a college-approved high school or area technology center teacher at the secondary school during the regular school day, it is called a concurrent enrollment course as defined by the National Alliance of Concurrent Enrollment Partnerships (NACEP).

In a Dual Enrollment course, a student is enrolled in a high school and postsecondary institution simultaneously, including participating in the Gatton Academy of Mathematics and Science in Kentucky or the Craft Academy for Excellence in Science and Mathematics

See also: Dual Credit Scholarship Program, Work Ready Kentucky Scholarship Program

Citations: Ky. Rev. Stat. Ann. § 164.002(5) and (6), 158.007(8) and (9), KRS 164.786

Where courses provided Dual Credit:
  • At high school
  • At postsecondary institution
  • Virtual program
  • Other. Course may be delivered at other mutually agreed upon and approved location or through other distance education methods besides online.
Dual Enrollment: Not specified

Citations: Council on Postsecondary Education/KDE Dual Credit Policy: (effective fall 2016) (retrieved 11/01/2018) Ky. Rev. Stat. Ann. § 164.786 (1)(4)

Postsecondary and/or secondary credit earned Dual Credit: Both

Dual Enrollment: Postsecondary credit only

Citations: Ky. Rev. Stat. Ann. § 158.007(8),(9); Ky. Rev. Stat. Ann. § 164.786(1)(i); Ky. Rev. Stat. Ann. § 164.002; CPE/KDE Dual Credit Policy (effective fall 2016) (retrieved 11/01/2018)

Students may take developmental/remedial courses through dual enrollment program No

Citations: CPE/KDE Dual Credit Policy (effective fall 2016)(retrieved 11/01/2018) Ky. Rev. Stat. Ann. § 164.786(4)(e)

CTE component Yes. An "approved dual credit course" is required to include general education courses and career and technical education courses within a career pathway approved by the Kentucky Department of Education that leads to an industry-recognized credential. Under the Kentucky CPE Dual Credit Policy, participating postsecondary institutions must work with schools and districts to provide at least three CTE courses in a regionally appropriate career pathway (plus at least three general education dual credit courses).

Secondary schools are required to establish agreements with one or more postsecondary institutions to ensure the minimum number of general education and CTE courses are offered. If a secondary school provides access to only the minimal number of dual credit course options, the dual credit courses should be limited to general education courses outlined in the Kentucky Council on Postsecondary Education’s General Education Transfer Policy and General Education Transfer Policy Implementation Guidelines and courses that lead to a single career pathway and program of study. The Dual Credit Policy makes the CPE and KDE jointly responsible for ensuring all eligible students are provided the opportunity to access at least the minimum of accelerated or dual credit course offerings in general education and career and technical education programs of study. 

Under the Dual Credit Policy:
  • Program/course alignment: Participating postsecondary institutions must align courses to career programs of study and credential requirements.
  • Course information: Secondary and postsecondary institutions must jointly provide interested dual credit students and their families with opportunities to learn and ask questions about dual credit. Information provided should include coursework, career pathways, and college and career program materials that are based on student Individual Learning Plans (ILP), and the implications for the students' future collegiate enrollment and financial aid. This information should promote matriculation to a participating postsecondary institution.
  • Career pathwaysCPE and KDE must jointly oversee the standardization of student eligibility requirements for CTE pathways. KDE must work with postsecondary institutions to align CTE programs of study with career pathways and industry certifications. Secondary and postsecondary institutions must jointly maintain collaborations to create and sustain career pathways, and increase student access by providing career pathway information. CPE and KDE must jointly provide guidance to students on degree and career pathway connections. 
  • Course numbering system: Secondary and postsecondary institutions must jointly standardize the course numbering system for KCTCS CTE courses. KDE must work with schools, districts, and KCTCS to ensure the standardization of the course numbering system for CTE courses.  
  • Course transfer: All participating postsecondary institutions must recognize credit awarded for career and/or technical dual credit coursework if the course has the same competencies and learning outcomes as that of a course offered at the receiving institution. CTE dual credit courses must be transferrable to any participating community and technical college offering those courses and must be accepted as meeting requirements for a certificate, diploma, or associate degree within the related program of study. 
  • Reporting: The annual report the Dual Credit Advisory Council must submit to CPE, KDE, and the General Assembly must include employment rates of career and technical education students versus nonparticipants by school district.
In addition, a “career pathway program of study” is defined in statute 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.

Citations: Ky. Rev. Stat. Ann. § 164.786 (1)(c) Council on Postsecondary Education/KDE Dual Credit Policy (effective fall 2016) (retrieved 11/01/2018) Last par.: Ky. Rev. Stat. Ann. § 158.810(7), KRS § 157.072(1)(d), 157.072

Unique characteristics At a postsecondary institution's discretion, private school and home-schooled students may also participate. 

The Guiding Principles of the CPE/KDE Dual Credit Policy provide, "Independent colleges and universities voluntarily meeting applicable provisions of these Dual Credit Policy Guidelines, as determined by the Council on Postsecondary Education, are encouraged to expand delivery of dual credit offerings." 

The Dual Credit Policy also directs the Kentucky Council on Postsecondary Education to e
stablish a statewide Dual Credit Advisory Council that includes representatives from secondary schools, postsecondary institutions, CPE, KDE, KHEAA, KCTCS office, and AIKCU. The CPE president may appoint additional members to this council. The Dual Credit Advisory Council must, among other duties: 
  • Convene quarterly meetings of practitioners and policymakers to discuss best practices and changes in statutes and regulations. 
  • Create a plan that ensures participating institutional dual credit agreements satisfy the guiding principles and guidelines outlined in the policy. 
  • Monitor access to other accelerated learning opportunities, such as AP, IB, Early College, and Middle College. (The Dual Credit Policy also directs the Department of Education to monitor access to other accelerated learning opportunities.)
  • Provide recommendations to CPE and KDE for the continuous improvement of the dual credit policy, policy implementation, accountability measures, and reporting responsibilities.
In addition, the Dual Credit Policy specifies it is the joint duty of the CPE and KDE, in collaboration with participating secondary schools and postsecondary institutions, to provide guidance on best practices. The Dual Credit Policy also directs participating postsecondary institutions to: 
  • Work to create capacity for more secondary teachers to be credentialed to teach dual credit courses which will help assure access and affordability of dual credit programming.
  • Establish a formal strategy, consistent with the goals of the postsecondary institution's enrollment management plan, to recruit and matriculate students participating in dual credit courses.
Each secondary school-based decision making council must establish a policy on the recruitment and assignment of students to AP, IB, dual enrollment, and dual credit courses that recognizes that all students have the right to participate in a rigorous and academically challenging curriculum. All students willing to accept the challenge of a rigorous academic curriculum must be admitted to such courses provided they meet prerequisites. Any student whose scores on the grade 8 high school readiness exam indicate a high degree of readiness for high school must be counseled to enroll in accelerated courses. Any student whose scores on the grade 10 college readiness exam or grade 11 ACT indicate a high degree of readiness for college must be counseled to enroll in accelerated courses (with an emphasis on Advanced Placement classes).

While the student eligibility requirements in the Dual Credit Policy generally require a student to be in a participating secondary school, exceptions may be considered for other students if recommended by the school faculty and approved by the Chief Academic Officer at the participating postsecondary institution.

Statute directs the Kentucky Board of Education to establish long-term and annual statewide goals for increasing the number of high schools providing rigorous curricula and making available accelerated classes and college credit for students. Statute also directs the Department of Education, upon receipt of adequate federal funding, to identify, in conjunction with the Council on Postsecondary Education, resources at the secondary and postsecondary levels that can be directed toward advanced placement or dual enrollment instruction, and identify current and future funding sources for advanced placement or dual enrollment instructional programs and the amount of funds available or anticipated from those sources.  

One of the responsibilities of the Kentucky Community and Technical College System is to enhance the relationship of credentials between secondary and postsecondary programs that permit secondary students to enter programs through early admission, advanced placement, or dual enrollment.

A board of education may award standards-based, performance-based credit toward high school graduation for standards-based dual credit courses.

Citations: KRS § 160.348(2), KRS § 158.6453(11)(b), CPE/KDE Dual Credit Policy; KRS § 158.849(1)(a), KRS § 158.622(2)(d), (f) KRS § 164.580(2)(d) 704 Ky. Admin. Regs. 3:305, Section 4, (5)(e)

Access
Offering mandatory or voluntary Mandatory. Each secondary school must establish agreements with one or more postsecondary institutions to offer at least three general education courses and three career and technical education (CTE) courses in a regionally appropriate career pathway to all eligible students. If a secondary school provides access to only the minimal number of dual credit course options, the dual credit courses should be limited to general education courses outlined in the Kentucky Council on Postsecondary Education’s General Education Transfer Policy and General Education Transfer Policy Implementation Guidelines and courses that lead to a single career pathway and program of study. 

The CPE/KDE Dual Credit Policy directs the Kentucky Council on Postsecondary Education (CPE) to establish a statewide Dual Credit Advisory Council that includes representatives from secondary schools, postsecondary institutions, CPE, KDE, KHEAA, KCTCS office, and AIKCU. Among the charges to the Dual Credit Advisory Council is to monitor the minimum dual credit offerings of postsecondary institutions so that all eligible students have access to dual credit coursework. The Advisory Council is required to submit an annual report to CPE, KDE, and the General Assembly that includes eligibility and access of students participating in dual enrollment programs across the Commonwealth.

The Dual Credit Policy also:
  • Provides it is the joint responsibility of the CPE and KDE to ensure all eligible students are provided the opportunity to access at least the minimum of accelerated or dual credit course offerings in general education and CTE programs of study.
  • Provides that if postsecondary institutions choose to offer dual credit courses, they should work with other participating postsecondary institutions to determine dual credit needs in area schools and create a plan for providing at least the minimum accelerated learning opportunities and dual credit for all eligible students in each school.
  • Directs the CPE to create and monitor an accountability system with metrics related to student access, among other metrics, and directs participating postsecondary institutions to report data on dual credit courses to CPE for the monitoring of student access and progress to credential or degree.
  • Makes it the joint responsibility of secondary and postsecondary institutions to increase student access by promoting college and career readiness, and providing degree and career pathway information.
Statute requires each secondary school to offer a core curriculum of AP, IB, dual enrollment, or dual credit courses, using either or both on-site instruction or electronic instruction through the Kentucky Virtual High School or other online alternatives.

In addition, the Guiding Principles for the CPE/KDE Dual Credit Policy provide, "A minimum of three general education courses and three career and technical education (CTE) in a career pathway should be available to all eligible students over the course of their secondary career" and "This policy supports creative and innovative solutions to overcome barriers to student access to dual credit." While the student eligibility requirements in the Dual Credit Policy generally require a student to be in a participating secondary school, exceptions may be considered for other students if recommended by the school faculty and approved by the Chief Academic Officer at the participating postsecondary institution.

Citations: Ky. Rev. Stat. Ann. § 160.348(1)(b) Council on Postsecondary Education/KDE Dual Credit Policy (effective fall 2016)(retrieved 11/01/2018)

College partners can be 2-year/4-year/both Both. A "participating institution" means a postsecondary institution that is a: Kentucky Community and Technical College; a 4-year Kentucky public institution; or a 4-year private college or university that is accredited by the Southern Association of Colleges and Schools and whose main campus is located in Kentucky. 

The Guiding Principles of the CPE/KDE Dual Credit Policy provide, "Independent colleges and universities voluntarily meeting applicable provisions of these Dual Credit Policy Guidelines, as determined by the Council on Postsecondary Education, are encouraged to expand delivery of dual credit offerings." 

Citations: Ky. Rev. Stat. Ann. § 164.786(1)(h)(4) Council on Postsecondary Education/KDE Dual Credit Policy (retrieved 11-01-2018)

Student eligibility requirements To qualify for the Dual Credit Scholarship, an "Eligible high school student" is a student who:
  • Is a Kentucky resident;
  • Is enrolled in a Kentucky high school as a senior or junior;
  • Has completed a thirty (30) minute college success counseling session;
  • Is enrolled, or accepted for enrollment, in an approved dual credit course at a participating institution;

Students must meet the postsecondary requirements for each program's placement into college credit-bearing courses or courses in programs of study that align to a career pathway. All students willing to accept the challenge of a rigorous academic curriculum must be admitted to dual credit and dual enrollment courses provided they have successfully completed the prerequisite coursework or have otherwise demonstrated mastery of the prerequisite content knowledge and skills as determined by measurable standards.

  • Other. Students must complete the postsecondary institution's application for admission and a dual credit form.
Under the CPE/KDE Dual Credit Policy, participating postsecondary institutions must ensure admissions requirements for dual credit students align with those for other students at the postsecondary institution.

The Dual Credit Policy also calls for the creation of a Dual Credit Advisory Council. The Advisory Council is required to submit an annual report to CPE, KDE, and the General Assembly that includes eligibility and access of students participating in dual enrollment programs across the Commonwealth.


​Per state regulation, students admitted to any Kentucky public postsecondary institution in dual credit courses in general education must have an unweighted high school GPA of at least 2.5 on a 4.00 scale and meet any college course prerequisites established by the institution. Students must be granted admission into a career and technical education dual credit course if they meet the course prerequisite requirements established by the institution.

Citations: Ky. Rev. Stat. Ann. § 164.786(1)(g) CPE/KDE Dual Credit Policy; Ky. Rev. Stat. Ann. § 160.348(2); 13 KAR 2:020 

Cap on number of credits students may earn No. However, the Dual Credit Scholarship Program pays for a maximum of two successfully completed courses.

 

Citations: Ky. Rev. Stat. Ann. § 164.786(4)(c)

Students/parents must be notified of dual enrollment opportunities Yes. The CPE/KDE Dual Credit Policy requires secondary and postsecondary institutions to provide dual credit information to all students and their families, and promote dual credit on school and postsecondary websites. The Dual Credit Policy also directs:
  • The Dual Credit Advisory Council to coordinate and maintain a communication plan for dual credit in the state.
  • The CPE and KDE to jointly create communication materials for schools, students and families, and establish a notification system to ensure awareness of postsecondary institutional agreements with schools and districts.
  • Participating postsecondary institutions to promote dual credit opportunities to eligible secondary school students, parents, and secondary teachers and school administrators, and to provide information about dual credit courses to each interested secondary student.
  • Secondary schools to provide program information and promote dual credit opportunities among eligible secondary students and their parents. 

Citations: Council on Postsecondary Education/KDE Dual Credit Policy  (effective fall 2016) (retrieved 11/01/2018)

Counseling/advising is made available to students Yes. Under the CPE/KDE Dual Credit Policy:
  • The Kentucky Department of Education (KDE) must ensure that information and advising related to dual credit is integrated into the Individual Learning Plan (ILP) process.
  • KDE and the Council on Postsecondary Education (CPE) must jointly provide guidance to students on degree and career pathway connections, and establish a student/parent notification system to ensure understanding of the benefits and risks of dual credit participation. The Policy also directs KDE and CPE to jointly establish a notification system to ensure awareness of postsecondary institutional agreements with schools and districts.
  • Participating postsecondary institutions must provide assistance with the college application process as it relates to dual credit courses, and provide each participating secondary student with information about the course he/she is enrolling in and the benefits and risks of enrolling in such courses. Participating institutions must also register students in courses and maintain academic records, including grades and transcripts, and provide dual credit students and teachers with information about and advise students of the transferability of credit for that course.
  • Participating postsecondary institutions must provide each student with an advisor responsible for  advisor responsible for maintaining contact; informing the student of significant dates (i.e., add/drop dates, first and last day of class dates); grading policies; and monitoring student progress. Participating postsecondary institutions must also provide detailed information to students in writing (i.e., a syllabus) consistent with the participating postsecondary institution policy. This information must include the nature of the course and the expectations and requirements that correspond to its official catalog description. Course requirement information must include course prerequisites, course content, grading policy, attendance requirements, course completion requirements, performance standards, information on adding and dropping courses, and other related course information.
  • Participating postsecondary institutions must inform students and parents of tuition, fees, scholarships and any fee waivers.
Under the Dual Credit Policy, secondary schools and participating postsecondary institutions must jointly:
  • Monitor student access to and success in dual credit coursework, and postsecondary institutions must monitor student enrollment in dual credit coursework.
  • Increase student access by providing degree and career pathway information and providing dual credit information to all students and their families.
  • Provide interested dual credit students and their families the opportunities to learn and ask questions about dual credit. Information provided should include coursework, career pathways, college and career program materials that are based on student Individual Learning Plans (ILP), and the implications for the students' future collegiate enrollment and financial aid. This information should promote matriculation to a participating postsecondary institution. 
  • Support and provide advisors and/or mentors at both the secondary and postsecondary levels to each dual credit participant. Students should be encouraged to confer with these advisors as they have questions related to dual credit or academic planning. Secondary schools and postsecondary institutions must make the secondary advisors responsible for students' coursetaking when schools have multiple educational partners offering dual credit.
  • Provide information sessions for the students and parents of dually enrolled students to meet with dual credit secondary and postsecondary staff. This session should include information regarding Family Education Rights and Privacy Act (FERPA) regulations. 

Citations: CPE/KDE Dual Credit Policy (eff. 2016) (retrieved 11-01-2018)

Finance
Who is primarily responsible for paying tuition

To promote dual credit coursework opportunities at no cost to eligible high school students, the General Assembly established the Dual Credit Scholarship Program. A "Participating institution" is defined as a postsecondary institution that:

  • Has an agreement with the authority for the administration of the Dual Credit Scholarship Program;
  • Charges no more than the dual credit tuition rate ceiling per credit hour, including any additional fees, for any dual credit course it offers to any Kentucky public or nonpublic high school student;
  • Does not charge any tuition or fees to an eligible high school student for an approved dual credit course beyond what is paid by the Dual Credit Scholarship Program when the course is not successfully completed (successful completion means a student receiving both secondary and postsecondary credit upon completion of an approved dual credit course).
"Dual credit tuition rate ceiling" means one-third (1/3) of the per credit hour tuition amount charged by the Kentucky Community and Technical College System for in-state students.

Otherwise, tuition payment is a local decision. The Guiding Principles for the CPE/KDE Dual Credit Policy provide, “The costs of delivering dual credit courses should be shared by a combination of state, postsecondary institutions, secondary schools, state-funded scholarships, and students and families so that no one entity is solely responsible for such costs."

Under the Dual Credit Policy: 

  • Tuition and other fees for dual credit courses must be outlined in writing and provided to each student, parent, and secondary school by the postsecondary institution prior to enrollment in such courses. Participating postsecondary institutions must also inform students and parents of scholarships and any fee waivers.
  • The Kentucky Higher Education Assistance Authority (KHEAA) must provide student support for dual credit scholarships through funding provided by the General Assembly for the existing Mary Jo Young Scholarship or other newly created dual credit scholarship programs administered by KHEAA. 
  • The CPE must create and monitor an accountability system with metrics related to student access, quality, affordability and transferability of credit.
  • Secondary schools and postsecondary institutions must jointly develop a process to determine student eligibility for financial assistance.

Under the Guiding Principles of the Dual Credit Policy for Kentucky Public and Participating Postsecondary Institutions and Secondary Schools: "The costs of delivering dual credit courses should be shared by a combination of state, postsecondary institutions, secondary schools, state-funded scholarships, and students and families so that no one entity is solely responsible for such costs."

Citations: Created 2017 Ky. Acts ch. 165, sec. 1, effective April 10, 2017 (Ky. Rev. Stat. Ann. § 164.786(4)(c)) Council on Postsecondary Education/KDE Dual Credit Policy (effective fall 2016)(retrieved 11/01/2018

How state funds participating high schools Equal

Citations: See also: The Dual Credit Scholarship Fund and the Work Ready Scholarship Program. 

How state funds participating postsecondary institutions Equal
Ensuring Program Quality
Instructor qualifications component Yes. Statute directs the Council on Postsecondary Education, in conjunction with the Kentucky Board of Education and the Education Professional Standards Board, to develop guidelines for content knowledge and teacher training in dual enrollment and dual credit programs offered in Kentucky.

Under the Dual Credit Policy, participating postsecondary institutions must:
  • Ensure that all institutional policies apply to dual credit courses (e.g., drop/add dates, student confidentiality, faculty/student relations, student identification for distance learning).
  • Ensure each teacher or faculty member teaching a dual credit course uses a course syllabus approved by the postsecondary institution.
  • Conduct faculty evaluations for secondary teachers in a manner consistent with the public postsecondary institution's guidelines for evaluation of faculty and student evaluation of faculty.
  • Provide secondary dual credit teachers best practice information for content delivery and use of instructional support systems.
  • Work to create capacity for more secondary teachers to be credentialed to teach dual credit courses which will help assure access and affordability of dual credit programming.
Under the Dual Credit Policy, secondary schools must: 
  • Ensure that each dual credit teacher receives professional development relevant to each course taught.
  • Use the faculty evaluation process for all dual credit teachers established by the postsecondary institution.
  • Meet accrediting and state reporting guidelines by providing faculty credentials prior to the start of the term in which the course is offered according to the timeframe designated by the participating postsecondary institution.
Under the Dual Credit Policy, secondary and postsecondary institutions must jointly:
  • Provide an orientation program for all new secondary and postsecondary faculty teaching dual credit coursework. The program should be available to school administrators, teachers, faculty, and secondary and postsecondary coordinators of dual credit.
The Guiding Principles for the CPE/KDE Dual Credit Policy state, “All participating postsecondary institutions are strongly encouraged to pursue accreditation of concurrent enrollment programs through the National Alliance for Concurrent Enrollment Partnerships (NACEP).”

Dual credit courses and the instructors of those courses will comply with all appropriate SACSCOC criteria, Kentucky Revised Statutes, requisite institutional policies and procedures, and other regulations governing the provision of college credit opportunities to secondary students.

Citations: p1: KRS § 164.098(3)
p2: CPE/KDE Dual Credit Policy (eff. 2016) (retrieved 11-01-2018)

Course quality component Yes. Under the guiding principles of Kentucky's Dual Credit Policy, all postsecondary institutions are strongly encouraged to pursue accreditation of concurrent enrollment programs through the National Alliance for Concurrent Enrollment Partnerships (NACEP).

Under the Dual Credit Policy, participating postsecondary institutions must:

  • Ensure that all institutional policies apply to dual credit courses (e.g., drop/add dates, student confidentiality, faculty/student relations, student identification for distance learning).
  • Monitor all dual credit courses to ensure they have the same academic quality and rigor and meet the same student learning outcomes as courses offered on campus.

In addition, under the CPE/KDE Dual Credit Policy:

  • Dual credit courses must meet the same learning outcomes as equivalent courses at the participating postsecondary institution.
  • The postsecondary institution's grading policy applies to dual credit courses and is used by the secondary school awarding credit.
  • The CPE must create and monitor an accountability system with metrics related to quality. 

Dual credit courses and the instructors of those courses are expected to comply with all appropriate SACSCOC criteria, Kentucky Revised Statutes, requisite institutional policies and procedures, and other regulations governing the provision of college credit opportunities to secondary students.

Participating postsecondary institutions choosing to offer dual credit courses should:

  • Ensure that all institutional policies apply to dual credit courses (e.g., drop/add dates, student confidentiality, faculty/student relations, student identification for distance learning).
  • Monitor all dual credit courses offered to ensure that they have the same academic quality and rigor and meet the same student learning outcomes as courses offered on campus.
  • Ensure that each teacher or faculty member teaching a dual credit course uses a course syllabus approved by the postsecondary institution.
  • Conduct faculty evaluations for secondary teachers in a manner consistent with the public postsecondary institution’s guidelines for evaluation of faculty and student evaluation of faculty.
Under the Dual Credit Policy, secondary schools must: 
  • Use the participating postsecondary institution's course prefixes, numbers, titles, and descriptions for all dual credit courses.
  • Use a course syllabus approved by the postsecondary institution.
Under the Dual Credit Policy, secondary and postsecondary institutions must jointly:
  • Ensure course alignment. When a postsecondary institution changes the learning outcomes for a course offered as dual credit, the institution must notify the secondary schools involved. The secondary school must ensure that all courses approved for dual credit incorporate any and all changes that occur.
  • Ensure course rigor and the attainment of student learning outcomes.
  • Report on student participation and outcomes.

Citations: Section II (G) and Section XI of policies.

Program reporting requirement Yes. The CPE/KDE Dual Credit Policy directs the Kentucky Council on Postsecondary Education (CPE) to establish a statewide Dual Credit Advisory Council that includes representatives from secondary schools, postsecondary institutions, CPE, KDE, KHEAA, KCTCS office, and AIKCU. The Dual Credit Advisory Council will submit an annual report to CPE, KDE, and the General Assembly. The report must include:
  • An analysis of dual credit costs to state government, secondary schools, postsecondary institutions, and students/families.
  • Student participation and completion of dual credit courses by gender, race/ethnicity, low income and other gap measures.
  • Credit hours attempted and completed.
  • Student participation rates by school district.
  • College-going rates of dual credit participants versus non-participants by school district.
  • Employment rates of CTE students versus non-participants by school district.
  • Postsecondary success measures comparing dual credit participants and non-participants.
  • Eligibility and access of students participating in dual enrollment programs across the Commonwealth.
The Dual Credit Advisory Council must also provide recommendations to CPE and KDE for the continuous improvement of the dual credit policy, policy implementation, accountability measures, and reporting responsibilities.

The Dual Credit Policy additionally directs the
Dual Credit Advisory Council to work with the KDE and CPE to create data systems that allow monitoring and tracking of dual credit students. The policy requires the CPE to ensure that student information is available in the CPE data system that supports monitoring and tracking of dual credit students, and requires participating postsecondary institutions to report data on dual credit courses to CPE for monitoring student access and progress to credential or degree. The policy also requires secondary schools to record student participation in dual credit courses in the KDE student information system, and requires the KDE to ensure that school districts provide student information through the KDE data system that supports monitoring and tracking of dual credit students. 

Under the Dual Credit Policy, secondary schools and postsecondary institutions must jointly report on student participation and outcomes.

As of August 1, 2017, and each year thereafter, the Kentucky Higher Education Assistance Authority is required provide a report to the secretary of the Education and Workforce Development Cabinet, the president of the Council on Postsecondary Education, and the commissioner of the Kentucky Department of Education to include:

  • The number of students, by local school district and in total, served by the Dual Credit Scholarship Program; and
  • The number of dual credits earned by students by high school and in total.

Citations: Council on Postsecondary Education/KDE Dual Credit Policy: (effective fall 2016)(retrieved 11/01/2018) Ky. Rev. Stat. Ann. § 164.786(6), (7)

Program evaluation component Yes. The CPE/KDE Dual Credit Policy directs the Kentucky Council on Postsecondary Education (CPE) to establish a statewide Dual Credit Advisory Council that includes representatives from secondary schools, postsecondary institutions, CPE, KDE, KHEAA, KCTCS office, and AIKCU. The CPE president may appoint additional members to this council. Among the charges to the Dual Credit Advisory Council is to provide recommendations to CPE and KDE for the continuous improvement of the dual credit policy, policy implementation, accountability measures, and reporting responsibilities.

In addition, the Dual Credit Policy directs the CPE to:
  • Collect data to support an accountability system that includes, at a minimum, the matriculation of students to postsecondary institutions after dual credit completion and the success of these students measured by retention and completion of postsecondary credentials.
  • Create and monitor an accountability system with metrics related to student access, quality, affordability and transferability of credit.
  • Ensure that student information is available in the CPE data system that supports monitoring and tracking of dual credit students.
The Dual Credit Policy directs the KDE to create a school accountability model to provide feedback and a continuous improvement model for dual credit.

By May 31, 2019, and each year thereafter, the Kentucky Center for Education and Workforce Statistics, in collaboration with the authority, is required to publish data on the Dual Credit Scholarship Program's academic and workforce outcomes. The center is to annually provide a report on the data to the Interim Joint Committee on Education.

Citations: CPE/KDE Dual Credit Policy (effective 2016) (retrieved 11-01-2018) Ky. Rev. Stat. Ann. § 164.786 (7)

Transferability
Public postsecondary institutions required to accept credits Yes. Credit earned through dual enrollment/dual credit must be treated the same as credit earned on the college campus.

The Guiding Principles for the CPE/KDE Dual Credit Policy include, "Standardization of a course numbering system for KCTCS career and technical education courses should be established and maintained."

Under the Dual Credit Policy:
  • All participating postsecondary institutions must recognize dual credit general education courses pursuant to the General Education Transfer Policy and Implementation Guidelines and in accordance with accreditation requirements. All participating postsecondary institutions must recognize credit awarded for CTE dual credit coursework if the course has the same competencies and learning outcomes as that of a course offered at the receiving institution. CTE dual credit courses must be transferable to any participating community and technical college offering those courses and be accepted as meeting requirements for a certificate, diploma or associate degree within the related program of study.
  • Participating institutions must provide dual credit students and teachers with information about the transferability of credit for that course.
  • The CPE must create and monitor an accountability system with metrics related to student access, quality, affordability and transferability of credit.
  • Secondary and postsecondary institutions must jointly standardize the course numbering system for Kentucky Community and Technical College System (KCTCS) CTE courses. The KDE must work with schools, districts, and the KCTCS to ensure the standardization of the course numbering system for CTE courses.

Citations: p1: 13 Ky. Admin. Regs. 2:020, Section 4, (3) p2-3: Council on Postsecondary Education/KDE Dual Credit Policy (effective fall 2016) (retrieved 11/01/2018)


Louisiana
Program Basics
Statewide policy in place Yes
Definition or title of program Dual Enrollment means a program established by the Board of Regents to offer high school students the opportunity to enroll in coursework creditable towards a career certificate or an associate or baccalaureate degree. Students may elect to take courses for high school and postsecondary credit, or postsecondary credit only. Under the dual enrollment program, the Course Choice program allows for an approved provider, including online or virtual education providers, postsecondary education institutions (including any postsecondary institution under the management of the Board of Supervisors of Community and Technical Colleges, "educational entrepreneurs" (teachers or groups of teachers) with proven track records of successful instruction, and corporations that offer vocational or technical course work in their field) that have been authorized to provide such courses by the state board. A public school student, a student enrolled in a nonpublic school under the Student Scholarships for Educational Excellence Program, a student attending a nonpublic school that is approved, provisionally approved, or probationally approved by the state board, or a home-schooled student may participate in Course Choice. Any course offered for dual enrollment by a Louisiana public institution of postsecondary education must be included in the Course Choice course catalog, with no requirement for course approval by the board or the department of education, provided the course meets the Carnegie unit requirements for high school graduation. 

A student in grades 11-12 may use a TOPS – Tech Early Start Award to fund any technical or applied course leading to an Industry-Based Certification, a Certificate of Applied Science, and a Certificate of Technical Sciences offered at a Louisiana public or nonpublic postsecondary education institution, or by any Louisiana training provider recognized by the Louisiana Workforce Commission and approved by the state board of elementary and secondary education, when the credential is identified by the Occupation Forecasting Conference as a credential for an occupation in top demand in the state, and is recognized by the State Industry-Based Certification Leadership Council. The 2018 legislature appropriated $88,368,592 for this program.

In addition, a high-ability high school student may be admitted to a college on a full-time basis. Upon earning at least 24 semester hours at the college level, the student is eligible to receive a high school diploma. 

Citations: p1: La. Rev. Stat. Ann.17:3137(A)(1); Board of Regents Academic Affairs Policy 2.19.
Course choice: L.R.S.17:4002.3(1), 4002.4(D)(2); La. Admin. Code 28: CLI.103
p2: La. Rev. Stat. Ann. 17:5081
p3: La. Admin. Code 28: CXV.2329

Where courses provided
  • At high school or postsecondary institution (Dual Enrollment)
  • At postsecondary institution (2-year and 4-year) or Louisiana training provider recognized by the Louisiana Workforce Commission and approved by BESE (TOPS – Tech Early Start Award); proprietary and cosmetology programs may also be authorized if approved.
  • Virtual program (Course Choice Program and Dual Enrollment)
  • Other. An appropriate neutral setting

Citations: Virtual program: La. Admin Code. tit. 28, pt. CLI, § 503(5) TOPS: La. Rev. Stat. Ann. 17:5081, La. Admin Code. tit. 28, pt. IV, § 1901 (A), (C) Course Choice: La. Admin Code. tit. 28, pt. CLI, § 503(5) Other: Board of Regents Academic Affairs Policy 2.19

Postsecondary and/or secondary credit earned Dual Enrollment: A dually enrolled student may take a course for secondary and postsecondary credit, or postsecondary credit only.

TOPS-Tech Early Start Award: Postsecondary only

Citations: DE: Board of Regents Academic Affairs Policy 2.19, La. Admin Code. tit. 28, pt. CXV, § 2327(3), (4); TOPS: La. Rev. Stat. Ann. 17:5081

Students may take developmental/remedial courses through dual enrollment program Not set in state policy
CTE component Yes. The TOPS – Tech Early Start Award provides grants for public school 11th and 12th graders to take any technical or applied course leading to an Industry-Based Certification, a Certificate of Applied Science, and a Certificate of Technical Sciences offered at a Louisiana public or nonpublic postsecondary education institution or by any Louisiana training provider recognized by the Louisiana Workforce Commission and approved by the state board of education (when such certification or certificate is approved by the Workforce Investment Council  as a credential for an occupation in top demand in Louisiana, and is recognized by the State Industry-Based Certification Leadership Council). The state board of education must annually determine which training program providers it approves for the following school year. 

Dual Enrollment: 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. 

Course Choice Dual Enrollment: CTE dual enrollment courses may be offered through the Course Choice program.

2014 legislation directs the state board to create a pilot program to establish agricultural education immersion programs. Such programs must, among other criteria, provide dual-enrollment opportunities that allow students to earn college credit hours that can be transferred to a postsecondary institution and industry-based certifications that qualify a student for employment upon high school graduation. 

Citations: p1: La. Rev. Stat. Ann. 17:5081(A), (B)(1), (B)(4)(a) p2: La. Rev. Stat. Ann. 17:183.3 (A)(1)(b), (2) p4: La. Rev. Stat. Ann. 17:185.5(B)(4)

Unique characteristics Dual Enrollment: Homeschooled and private school students who meet eligibility requirements for public school students are eligible to participate. State funds may not be used to pay the tuition of homeschooled and private school students, but the amount of tuition charged the student must be the same as the state pays on behalf of a public school student.

Statute directs the state board to revise the school and student accountability system to recognize schools and districts for each student graduating with a high school diploma and for the number of students who successfully complete programs that lead to industry-based certifications and IB, AP< and dual enrollment courses.

Course Choice: All course providers must agree to and have a plan to service students with special needs through instruction, materials, and/or technology. All eligible participating students with an individual education plan (IEP) will be entitled to special education services through the school in which he/she is enrolled including, but not limited to, assisting course providers in implementing the accommodations within the IEP.

The state’s College and Career Readiness Commission must make recommendations for statewide policies, guiding principles, and programs that address the state’s current and future economic needs and promote student success in high school and beyond. In making recommendations, the commission must consider strategies for increasing dual enrollment opportunities for high school students, including an emphasis on: (a) Early entry into postsecondary education institutions, (b) The identification of funding sources for such dual enrollment opportunities, and (c) Improved articulation agreements between secondary schools and postsecondary education institutions.

Citations: para 1: La. Rev. Stat. Ann. 17:3137(C)
para 2: La. Rev. Stat. Ann. 17:2928(B); LAC 28: LXXXIII.613 para 3: LAC 28:CLI.501(D)
para 4: La. Rev. Stat. Ann. 17:3951(G)(1)

Access
Offering mandatory or voluntary Dual Enrollment: Mandatory

TOPS – Tech Early Start Award: Voluntary

Citations: DE: La. Rev. Stat. Ann. 17:3137, La. Rev. Stat. Ann. 17:2927(E)

College partners can be 2-year/4-year/both Dual Enrollment and TOPS – Tech Early Start Award: Both. 

TOPS – Tech Early Start Award: May fund any technical or applied course leading to an Industry-Based Certification, a Certificate of Applied Science, and a Certificate of Technical Sciences offered at a Louisiana public or nonpublic postsecondary education institution or by any Louisiana training provider recognized by the Louisiana Workforce Commission and approved by the State Board of Elementary and Secondary Education.

Citations: La. Rev. Stat. Ann. 17:3137(A)(1), La. Rev. Stat. Ann. 17:5081(B)(1), La. Admin Code. tit. 28, pt. IV, § 1901(A), (C), La. Admin Code. tit. 28, pt. CLI, § 503(A)(5)

Student eligibility requirements Dual Enrollment:
  • Meet entrance requirements set by postsecondary institution
  • Student in grades 11-12
  • Other. At least 15 years old. Students must meet any other eligibility criteria set by the Board of Regents
Course Choice Dual Enrollment:
  • Other. Each public elementary and secondary school’s governing authority must establish policies and procedures to grant approval for an eligible funded student to participate in Course Choice. These policies must provide for a determination of whether a requested course is academically appropriate for the student.
TOPS-Tech Early Start Award:
  • Minimum GPA. Cumulative high school GPA of at least 2.0 on a 4.0 scale
  • Student in grades 11-12
  • Other. Have prepared a five-year education and career plan, including a sequence of related courses with a career focus as provided by the High School Career Option. Score of at least 15 on the English and math subsections of the ACT (or concordant value on SAT) or attained a silver level score on the ACT WorkKeys. These awards require enrollment in a course in an industry-based occupational or vocational education credential program in a top demand occupation.
To continue receiving a TOPS-Tech Early Start Award, a student must:
  • Agree that the award will be used exclusively for educational expenses
  • Be a student in good standing in a Louisiana public high school, and a student in good standing in a Louisiana public or nonpublic postsecondary institution or training program
  • Maintain a cumulative high school GPA on all courses attempted of at least 2.0 on a 4.0 scale
  • Continue to pursue course(s) leading to an industry-based credential.

Citations: 1: La. Admin Code. 28: CXV.2327; Board of Regents Academic Affairs Policy 2.19; La. Rev. Stat. Ann. 17:3137(B) 2: 3: La. Rev. Stat. Ann. 17:5081(D); LAC 28:IV.1005

Cap on number of credits students may earn Dual Enrollment: Not set in state policy

TOPS-Tech Early Start Award: Yes. Two semesters in grade 11 and two semesters in grade 12, excluding summer sessions.

Citations: La. Rev. Stat. Ann. 17:5081(B)(2)

Students/parents must be notified of dual enrollment opportunities Dual Enrollment: No

TOPS – Tech Early Start Award: Yes. The Louisiana Student Financial Assistance Commission must provide the information necessary to fully inform Louisiana public high school students and their parents on the requirements of and procedures for applying for and maintaining the award.

Citations: TOPS - Tech Early Start: La. Rev. Stat. Ann. 17:5081(C)

Counseling/advising is made available to students Not set in state policy
Finance
Who is primarily responsible for paying tuition Dual Enrollment: State, for public school student. Student/parent, for nonpublic school student. In 2015 H.C.R. 136 asked the State Board of Elementary and Secondary Education, in consultation with the Board of Regents, to study the feasibility and costs of using state funds to pay for students in approved home study programs to participate in dual enrollment programs established by the Board of Regents and to submit a written report of its findings and conclusions to the house education committee no later than 60 days before the beginning of the 2016 regular legislative session. S.R. 141 (2018 regular session) asked that BESE, the state department and each local board maximize funding and availability of dual enrollment courses.

Course Choice Dual Enrollment: The course provider may charge tuition to any eligible participating student in an amount approved by the department of education. Fifty percent of the course amount or tuition is paid to the course provider upon student enrollment in a course; the remaining 50% is paid upon course completion. 

TOPS – Tech Early Start Award: Louisiana Student Financial Assistance Commission pays $150 for each three credit hour or equivalent time course, up to two courses per semester in grades 11-12.

Citations: DE: La. Rev. Stat. Ann. 17:3137(C) Course Choice: La. Rev. Stat. Ann. 17:4002.6(B), (C) TOPS - Tech: La. Rev. Stat. Ann. 17:5081(B)(3)

How state funds participating high schools Equal
How state funds participating postsecondary institutions Equal
Ensuring Program Quality
Instructor qualifications component Dual Enrollment: Yes. The secondary and postsecondary institutions must agree upon faculty appointment. Postsecondary institutions must ensure that secondary faculty possess necessary qualifications and meet appropriate regional and program accreditation requirements for instruction. Secondary institutions must also ensure that postsecondary faculty possess necessary qualifications and meet appropriate accreditation requirements for instruction.

The faculty assigned to teach the dual enrollment course may be an employee either of the secondary or postsecondary institution. The postsecondary institution decides upon faculty appointment. 

Instructional staff for Course Choice course providers must hold a baccalaureate degree from an accredited university in the subject area in which they are offering instruction. Course providers may also use industry personnel to provide instruction as long as these industry personnel meet CTTIE (career and technical trade industrial education) guidelines. 

TOPS – Tech Early Start Award: Not specified.

Citations: La. Admin Code 28: CLI.503(A)(5), Board of Regents Academic Affairs Policy 2.19

Course quality component Dual Enrollment: Yes. Course content may not be any less than that which is required of a similar course open to postsecondary students only. In addition, providers offering dual enrollment courses through the Louisiana Course Choice Program must ensure that courses meet the standards and grade-level expectations of the high school course for which the student is receiving credit and meet the standards for college credit as established by the board of regents. Course providers have to pass an intensive four step selection process. The Department conducts an annual review of each course provider to determine if they have successfully implemented their courses and achieved their targeted student learning objectives. Course providers that do not pass this review will be suspended or eliminated from the Course Choice Program.

TOPS– Tech Early Start Award: The Louisiana Student Financial Assistance Commission conducts audits of participating Louisiana public postsecondary institutions to ensure compliance with program requirements. The Commission does not evaluate the content or quality of specific courses, nor does it evaluate instructors. The Board of Elementary and Secondary Education (BESE) annually approves training providers.
Program reporting requirement Dual Enrollment: Yes. Postsecondary institutions must annually report to the board of regents dual enrollment courses offered, where offered, the numbers of students enrolled in each, and the course credit awarded in each.

TOPS – Tech Early Start Award: Yes. Prior to the convening of each regular legislative session, the Louisiana Student Financial Assistance Commission must provide the governor and the house and senate education committees a written review and analysis of TOPS-Tech Early Start awards that includes award use by students and the benefits of awards, as well as the impact on subsequent use by students of TOPS-Tech awards. 2017 SCR 110 created a task force to study TOPS and report by 2-15-18.

Citations: DE: Board of Regents Academic Affairs Policy 2.19, TOPS: La. Rev. Stat. Ann. 17:5081(G)

Program evaluation component Dual Enrollment: Yes, although this encompasses greater scope than dual/concurrent enrollment. The Board of Regents is required to submit a written report each year to the Senate and House committees on education on the status of statewide articulation and transfer of credit across all education institutions. The report is expected to include at least the following:

 (1) The number and percentage of students who complete an associate transfer degree program.
(2) The number and percentage of students who earn an associate transfer degree and subsequently transfer to a four-year college or university.
(3) The number and percentage of transfer students who complete a baccalaureate degree, to be reported in aggregate and by the individual postsecondary institution awarding such degree.
(4) A comparison of the academic performance of transfer students and native students including the number of credits earned, degrees awarded, and time to completion of degree (in aggregate and by each institution.
(5) The status of the implementation of the academic transfer module process.


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 on the state and on students.

Citations: DE: La. Rev. Stat. 17:3168 (amended 2017)
TOPS: La. Rev. Stat. Ann. 17:5067(A)(1)

Transferability
Public postsecondary institutions required to accept credits All programs: Yes. The statewide articulation agreement between the board of regents and the state board of elementary and secondary education must provide for postsecondary institutions to accept credits earned in dual enrollment, and guarantee the statewide articulation of appropriate CTE programs and workforce development programs and transfer of course credits between secondary schools and technical and community colleges.

The board of regents must maintain a statewide course numbering system for postsecondary and dual enrollment education in all public secondary and postsecondary institutions, to facilitate program planning and the transfer of students and course credits between and among secondary and postsecondary educational institutions. Equivalent courses must be guaranteed to transfer to any educational institution participating in the statewide course numbering system.

In addition, the board of supervisors of community and technical colleges must collaborate with the state board to ensure that secondary students enrolled in postsecondary CTE and industry-based certification courses offered through local public school systems and secondary schools are also eligible to earn academic transfer modules that can be applied to award a student with partial or full credit in an equivalent academic course offered by any public state community college.

Citations: p1: La. Rev. Stat. Ann. 17:3163(B)(5) and (6)
p2: La. Rev. Stat. Ann. 17:3164(A)(1), (C)(2))
p3: La. Rev. Stat. Ann. 17:3165.1(B)(1), (6)


Maine
Program Basics
Statewide policy in place Yes
Definition or title of program State has two programs: A general program (no program title in statute) allows students to enroll in postsecondary courses.

A dual enrollment career and technical education program allows students in grades 11 and 12 to enroll in postsecondary CTE courses for high school and postsecondary credit.
Where courses provided Both programs: Not specified
Postsecondary and/or secondary credit earned General program: Postsecondary credit. District may choose to award secondary credit.

Dual enrollment career and technical education program: Both

Citations: General program: Me. Rev. Stat. title 20-A, § 4774

Students may take developmental/remedial courses through dual enrollment program Not set in state policy
CTE component 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.

Citations: Me. Rev. Stat. tit. 20-A, § 6971(4)

Unique characteristics General program: A home-schooled student may also receive a state subsidy for postsecondary courses if the student meets course prerequisites and academic fitness requirements.

Dual enrollment career and technical education program: This program provides a 3-year cohort-based experience that includes up to 3 years of summer career academies and a college freshman seminar experience, meets national concurrent enrollment standards, and concludes at the end of summer after the student's senior year in high school. The program includes individual learning plans, academic and career assessment, college and career advising, career exploration and job-shadowing opportunities matched to achieve the student's individual academic and career goals.

The career and technical education center or region may enter into a contract with a service provider that operates as a nonprofit organization to provide technical assistance in developing and implementing the initial phase of the dual enrollment program.

A student who has satisfactorily completed the junior and senior years in a dual enrollment career and technical education program may be eligible to receive a high school diploma from the secondary school the student last attended, although the student may not meet the graduation requirements set forth in statute. The student who successfully demonstrates proficiency as defined in statute may be eligible to receive a high school diploma from the secondary school the student last attended.

Citations: General program: Me. Rev. Stat. tit. 20, § 4772-B) CTE program: Me. Rev. Stat. tit. 20, § 6971(4), Me. Rev. Stat. tit. 20, § 6972(2), Me. Rev. Stat. tit. 20, § 4722(4), Me. Rev. Stat. tit. 20, § 4722-A(3)(B-1)

Access
Offering mandatory or voluntary General program: Not specified

Dual enrollment career and technical education program: Voluntary. However, to the greatest extent possible, a CTE program offered at a center or region must provide students the opportunity to take advantage of any applicable learning pathways, including learning pathways set forth in a collaborative agreement with publicly supported secondary and postsecondary educational institutions that form a dual enrollment career and technical education program.

Citations: CTE program: Me. Rev. Stat. tit. 20, § 6972(1) Me. Rev. Stat. tit. 20, § 8306-B(4)

College partners can be 2-year/4-year/both Both. The Maine Maritime Academy may also participate.

Citations: Me. Rev. Stat. Ann. tit. 20-A, § 4771

Student eligibility requirements General program:
  • Minimum GPA. Minimum 3.0 or equivalent of “B” average, unless waived by the postsecondary institution.
  • Written approval/recommendation. Student must obtain school unit approval, and a recommendation from the student's school administration or one of the student's secondary school teachers to take a postsecondary course or courses at an eligible institution, following an assessment of the student by the school administration.
  • Meet entrance requirements set by postsecondary institution. Student must meet course prerequisites.
  • Other. Parental approval. Policy also states that if a student does not meet all approval criteria set in statute, the student may still participate in dual enrollment provided the student is at least in grade 11, has received a recommendation from the student's high school and has received approval from a postsecondary institution.
Dual enrollment career and technical education program:
  • Student in grades 11-12
  • Other. Student must be a full-time student at a public secondary school and enrolled in a CTE program at a career and technical education center or a career and technical education region.

Citations: General program: Me. Rev. Stat. tit. 20-A, § 4772 Dual enrollment career and technical education program: Me. Rev. Stat. tit. 20-A, § 6971(4)(A) and § 6975

Cap on number of credits students may earn Not set in state policy
Students/parents must be notified of dual enrollment opportunities Yes. School administrative units must provide parents and students with general information on postsecondary education options.

Citations: Me. Rev. Stat. tit. 20-A, § 4773

Counseling/advising is made available to students Not set in state policy
Finance
Who is primarily responsible for paying tuition General program: Combination of department of education and student/parent (includes home schooled students who meet requirements). Until the 2018-2019 school year, the department will pay 50% of the in-state tuition for the first 6 credit hours taken each semester by a student at an eligible institution and up to 12 credit hours per academic year. The eligible institution may not make any additional tuition charges for the course but may impose fees and charges, other than tuition, that are ordinarily imposed on students not covered by this chapter.

Beginning with the 2018-2019 school year, the department must reimburse each eligible institution the cost of in-state tuition up to the maximum rate, calculated as follows: 50% of the average in-state tuition rate for the highest and lowest in-state tuition rates established by the University of Maine System for eligible institutions within the system for the first 6 credit hours taken each semester by a student at an eligible institution and up to 12 credit hours per academic year. The eligible institution may not make any additional tuition charges for the course but may impose fees and charges, other than tuition, that are ordinarily imposed on traditional students. Funds appropriated to the department to carry out the purposes of this chapter must be in addition to the customary and ongoing amounts appropriated for general purpose aid for local schools.

Dual enrollment career and technical education program: Not specified

Citations: General program: ME. Rev. Stat. tit. 20-A, § 4775 and § 4772 (home school provision)

How state funds participating high schools Equal
How state funds participating postsecondary institutions Equal

Not more than 10% of the total funding available to the department for postsecondary education, either through a direct appropriation for postsecondary education under this chapter or as part of the ongoing funds included in the appropriation for general purpose aid for local schools, may be used for secondary students to take a postsecondary course during the summer term.

Citations: Limits: Me. Rev. Stat. title 20-A, § 4776

Ensuring Program Quality
Instructor qualifications component General program: Not set in state policy

Dual enrollment career and technical education program: Yes. A program must meet national concurrent enrollment standards, which promote the use of policies and practices that ensure Instructors teaching college courses through the concurrent enrollment program meet academic requirements for faculty and instructors teaching in the sponsoring postsecondary institution, are trained in course delivery and provided ongoing discipline-specific professional development.

Citations: CTE program: Me. Rev. Stat. title 20-A, § 6971(4)(A)(4) National Alliance of Concurrent Enrollment Partnerships (NACEP) Standards

Course quality component General Program: Not set in state policy

Dual enrollment career and technical education program: Yes. A program must meet national concurrent enrollment standards.

Citations: CTE program: Me. Rev. Stat. title 20-A, § 6971(4)(A)(4) National Alliance of Concurrent Enrollment Partnerships (NACEP) Standards

Program reporting requirement Not set in state policy
Program evaluation component General program: Not set in state policy

Dual enrollment career and technical program: Yes. Must meet national concurrent enrollment program standards.

Citations: CTE program: Me. Rev. Stat. title 20-A, § 6971(4)(A)(4) National Alliance of Concurrent Enrollment Partnerships (NACEP) Standards

Transferability
Public postsecondary institutions required to accept credits General program: Yes. However, transferability applies to graduation requirements at the institution in which it was taken or be transferable to another eligible institution on an equal basis with a course taken by any other student at the eligible institution.

Dual enrollment career and technical education program: Unclear

Citations: General program: CTE program: Me. Rev. Stat. title 20-A, § 4774 National Alliance of Concurrent Enrollment Partnerships (NACEP) Standards


Maryland
Program Basics
Statewide policy in place Yes
Definition or title of program Dual Enrollment
Where courses provided The law specifies that dual enrollment is for students enrolled in a public secondary school who are also enrolled in a public institution of higher education. Homeschooled and private school students do not receive tuition reductions, and private colleges are not eligible to participate for purposes of tuition reduction.

Citations: MD. Code Ann. Educ. § 18–14A–01 and response from MD DOE to MD profile.

Postsecondary and/or secondary credit earned Both

Citations: COMAR 13B.07.01.02 (B)(10)

Students may take developmental/remedial courses through dual enrollment program No
CTE component Public school CTE students are eligible to participate in dual enrollment. They can enroll in either academic or technical courses depending on the agreement signed between the public school system and the public community college. The admission requirements for public school students who want to be dually enrolled in courses at four year colleges are the same as those for all other students seeking admission.

Citations: Response from MD DOE to MD profile.

Unique characteristics None identified
Access
Offering mandatory or voluntary Voluntary
College partners can be 2-year/4-year/both Both, and they must be public institutions.

Citations: MD. Code Ann. Educ. § 18–14A–01 and response from MD DOE to MD profile.

Student eligibility requirements
  • Other. Students must be enrolled in a public high school.

Citations: Response from MD DOE to MD profile.

Cap on number of credits students may earn The county board will pay for a maximum of four courses of dual enrollment. If there is an agreement between a public school and a public institution of higher education where the public school agrees to pay for more than four courses of dual enrollment, the public school will pay for that agreed number of courses.

Citations: MD. Code Ann. Educ. § 18–14A–04 and response from MD DOE to MD profile.

Students/parents must be notified of dual enrollment opportunities No. No reference is made to parents. However, all students who meet enrollment requirements must be made aware of the opportunity to dually enroll.

Citations: MD Code, Education, § 18–14A–05

Counseling/advising is made available to students Not set in state policy
Finance
Who is primarily responsible for paying tuition Combination of district and student/parent. Both credit and non-credit courses are eligible for tuition reductions under dual enrollment provided the non-credit courses are career-related (i.e., youth apprenticeships). A public institution of higher education may not charge tuition to a dually enrolled student.

Tuition Scale: Local Boards of Education pay the lesser of tuition costs for dually enrolled public secondary school students as follows:
  • Category 1: First 4 courses – Public Senior Institutions of Higher Education (IHEs) charge 75% of tuition. Community colleges charge 75% of tuition or 5% of per pupil foundation amount
  • Category 2: 5 or more courses – Public Senior IHEs charge 90% of tuition, Community colleges charge 90% of tuition or 5% of per pupil foundation amount
  • Category 3: For Agreements established prior to July 1, 2013: If lesser than categories 1 or 2, the agreement is the basis for tuition.
 Local boards may recoup costs from students as follows:
  •  First 4 courses – Boards may charge students a fee not to exceed 90% of the amount paid for tuition
  • 5 or more courses – Boards may charge students a fee not to exceed 100% of the amount paid for tuition
  • Boards must waive tuition fees for students who are eligible for Free and Reduced Price Meals (FARMS).
Fees: Colleges can charge applicable and reasonable fees for all dually enrolled students, including those who receive Free and Reduced Price Meals. Note: If an agreement exists between a public school and a public IHE whereby the school agrees to pay for more than 4 courses, the school must pay for the number under the agreement. Students are encouraged to contact the college admissions office or their school counselor to seek further information.

The Maryland Higher Education Commission administers an Early College Access Grant for dually enrolled students, as well as a grant program for part-time undergraduate students, including dually enrolled students. Under both programs, grant recipients must demonstrate financial need according to Commission-established criteria. The Commission allocates Early College Access Grant funds to an institution based on the number of dually enrolled students receiving credit for courses completed at the institution. The institution then distributes the grant awards to eligible students.

Funds under the part-time undergraduate grant program are allocated by the Commission to each institution based on the number of undergraduate part-time students who demonstrate financial need. The institution then distributes the grant awards to eligible students. Institutions may use up to 10% of the part-time grant allocation to provide grants to students who are dually enrolled.

Citations: MD Code, Education, § 18-14A-04 Non-credit course (apprenticeship): Early College Access Grant: MD Code, Education, § 18-14A-01, 18-1401, MD Code, Education, § 18-14A-02

How state funds participating high schools Equal

Citations: COMAR 13A.02.06.03(A)(9)

How state funds participating postsecondary institutions Equal
Ensuring Program Quality
Instructor qualifications component Yes. High school instructors teaching dual enrollment courses must meet the qualifications of adjunct and part-time faculty - they must possess the same or equivalent qualifications as the full-time faculty of the institution, and be approved by the academic unit through which the credit is offered.

Citations: COMAR 13B.02.02.17

Course quality component Not set in state policy
Program reporting requirement Yes. The Maryland Longitudinal Data System Center must annually report to the governor and general assembly the number of dually enrolled students and the number and course names of courses in which dually enrolled students enroll.

An institution of higher education that receives dual enrollment grant funds (a.k.a. Early College Access Grant funds) must provide the commission of higher education with an annual audit of the use of the funds.
Program evaluation component No
Transferability
Public postsecondary institutions required to accept credits No

Massachusetts
Program Basics
Statewide policy in place Yes
Definition or title of program General program: High school students may enroll in postsecondary courses for high school and postsecondary credit. 

Commonwealth Dual Enrollment Partnership (CDEP): A student may enroll in coursework for high school and secondary credit.

CDEP is a discretionary state grant program that allows public two- and four-year institutions to apply for funds to allow students to complete dual enrollment courses at nominal to no cost. To be eligible for CDEP funding, a campus must develop dual enrollment programming that:
  • Provides a variety of college-level courses in multiple disciplines. Campuses are encouraged to enroll students in courses that fall within the MassTransfer block to increase likelihood of transfer.
  • Focuses efforts to enroll qualified students with particular emphasis on first-generation college-goers, low-income students, students of color, and students interested in high demand career areas. (Students who are not first-generation college students, students of color, low-income students, or interested in STEM fields are also eligible to participate.)
  • Connects opportunities for college preparation, access and success with academic components, with emphasis on providing information on college admissions, application of dual enrollment credit, accessing student support services and financial aid. If courses are taught at the high school, IHEs must provide college tours.
  • Includes as many qualified students as possible based on available state funding and in-kind contributions.
In FY15, the program had 1,627 enrollments.

Citations: M.G.L.A. 15A § 39; Information for Institutions of Higher Ed 

Where courses provided General program: Not specified

Commonwealth Dual Enrollment Partnership
  • At high school
  • At postsecondary institution
  • Virtual program

Citations: CDEP

Postsecondary and/or secondary credit earned Both

Citations: M.G.L.A. 15A § 39

Students may take developmental/remedial courses through dual enrollment program General courses: Not set in state policy

Commonwealth Dual Enrollment Partnership: No
CTE component Not set in state policy
Unique characteristics Nonpublic school students may also participate. However, the crediting of such attendance for receipt of a high school diploma is at the discretion of the nonpublic school. Home-schooled students also may participate in the Commonwealth Dual Enrollment Partnership, a discretionary state grant program that allows qualified students to enroll in dual enrollment courses at nominal to no cost. 
 

To be eligible for CDEP funding, a participating higher education institution must plan and develop dual enrollment opportunities with the following guidelines:

  • Offer a variety of college-level courses in multiple disciplines.
  • Focus efforts to enroll qualified students with particular emphasis on potential first-generation college students, low-income students, and students who are interested in high demand career areas.
  • Expand the CDEP student experience so that opportunities for college preparation, access and success are connected with academic components. Information on college admissions, application of dual enrollment credit, accessing student support services and financial aid awareness should be particular areas of focus.
  • Expand dual enrollment opportunities by including as many qualified students as possible based upon available state funding and in-kind contributions

Note: Students who are not first-generation college students, low-income students, or interested in STEM fields are also eligible to participate.

Citations: General courses: M.G.L.A. 15A § 39 CDEP

Access
Offering mandatory or voluntary General courses: Voluntary

Commonwealth Dual Enrollment Partnership: Voluntary. Students who meet eligibility criteria are not guaranteed participation. Participation is determined by individual institutions, based on capacity and state appropriation.

The General Appropriations bill passed In FY17 (Chap. 47, H.3800) included $970,000 for the department of higher education to support dual enrollment, provided that postsecondary institutions may offer courses in high schools in addition to courses at institutions or online if the number of students is sufficient. 

Citations: Information for Institutions of Higher Education

College partners can be 2-year/4-year/both Both

Citations: M.G.L.A. 15A § 39

Student eligibility requirements General program:
  • Not specified
Commonwealth Dual Enrollment Partnership
  • Be enrolled in a Massachusetts public secondary school or nonpublic school, including home school; 
  • Meet all course prerequisites per the policies of the participating campus; 
  • Be a Massachusetts resident;
  • May not have earned a GED or high school diploma; and 
  • Have a minimum cumulative 2.5 high school GPA* 

* If a student’s GPA is below the 2.5 GPA threshold then the student must submit a recommendation letter from their high school guidance counselor, teacher, or principal. (Home schooled students need letter from parent.)

However, all admission is at the discretion of the participating institution of higher education.

Citations: CDEP (retrieved 11/13/2018)

Cap on number of credits students may earn General courses: No — student may enroll as part- or full-time student.

Commonwealth Dual Enrollment Partnership: At the discretion of individual institutions. The Massachusetts Department of Higher Education encourages participating campuses to enroll as many students as possible with the expectation that students will take no more than one course. 

Citations: CDEP, correspondence with state contact

Students/parents must be notified of dual enrollment opportunities No
Counseling/advising is made available to students 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.

Citations: Correspondence with state contact

Finance
Who is primarily responsible for paying tuition General program: Not set in state policy

Commonwealth Dual Enrollment Partnership: Students do not pay tuition or fees for courses taken through CDEP. However, some institutions may charge a nominal admission fee (for example, $25), which may be waived. Student who demonstrate financial need may also receive additional assistance for books, supplies, and transportation, depending on the participating postsecondary institution.

In 2015-16, the Massachusetts Department of Higher Education asked campuses to focus on cohort based models through CDEP. The aim is to pay for the faculty salary and waive individual tuition and fees for individual students as a way to keep costs under control.

Citations: General   CDEP  Students

How state funds participating high schools Equal
How state funds participating postsecondary institutions Equal
Ensuring Program Quality
Instructor qualifications component General courses: Not set in state policy

Commonwealth Dual Enrollment Partnership: Courses must be taught by postsecondary faculty or high school instructors approved by the partnering institution. 

Citations: Information for Institutions of Higher Education

Course quality component Not set in state policy
Program reporting requirement General courses: Not set in state policy

Commonwealth Dual Enrollment Partnership: Campuses must send the Massachusetts Department of Higher Education enrollment and completion data before and after each semester. The Department of Higher Education matches student data with Department of Elementary and Secondary Education data to obtain student characteristics such as race, gender, and free-/reduced-price lunch status.

Citations: CDEP: Response from MA to MA profile

Program evaluation component Not set in state policy
Transferability
Public postsecondary institutions required to accept credits General courses: No

Commonwealth Dual Enrollment Partnership: No. However, CDEP-eligible courses are either credit-bearing courses that qualify under the MassTransfer Block, or are in the disciplines of computer science, technology or engineering. MassTransfer courses are primarily first- and second-year postsecondary courses that institutions regard as highly transferable, but are not guaranteed to transfer.

Citations: Information for Students and Families


Michigan
Program Basics
Statewide policy in place Yes
Definition or title of program The Postsecondary Enrollment Options  Act (PEOA) allows students to enroll in postsecondary courses for high school and/or postsecondary credit. Under the Career and Technical Preparation Act (CTPA), a student may enroll in a CTE course at an eligible postsecondary institution. Postsecondary courses may also take place at the high school if taught by a postsecondary faculty member.

In addition, fifth-year high school pupils in attendance at a school district, intermediate school district or public school academy may enroll in postsecondary or CTE preparation dual enrollment courses if the pupil has not met all high school diploma requirements, and is enrolled in not more than 2 postsecondary dual enrollment courses taken at any given time and not more than 4 postsecondary enrollment courses taken during the school year. The pupil must have a plan on file at the district to complete district graduation requirements within the academic year, including postsecondary dual enrollment options. 

Citations: Mich. Admin. Code R. 388.153, 388.154 Concurrent enrollment: M.C.L.A. 388.1664b

Where courses provided At the postsecondary campus, on the high school campus (through concurrent enrollment) or virtual courses provided by the postsecondary institution.

Note: Act 11, off. May 7, 2018, amended 388.513 to expand the definition of an eligible institution to out-of-state institutions within 20 miles of a state border. 

Citations: At HS: 2015 H.B. 4115, Sec. 64b(3)(e) M.C.L.A. 388.1902, M.C.L.A. 388.513(1)(d), M.C.L.A. 380.1481, M.C.L.A. 388.1698(4)(c) Virtual: Sec. 98 of 2015 H.B. 4115; Mich. Admin. Code R. 340.11(4) 

Postsecondary and/or secondary credit earned Postsecondary Enrollment Options Act or Career and Technical Preparation Act: Not specified. At the time a public school student enrolls in a postsecondary course, he/she must designate whether the course is for high school or postsecondary credit, or both. A nonpublic school student may only receive postsecondary credit for courses that are considered essential.  Courses that are considered nonessential can also be taken for both postsecondary and high school credit.

All programs: For a public school district to be eligible for Section 64(b) incentive payments (described in greater detail below) under the Postsecondary Enrollment Options Act or Career and Technical Preparation Act, the district must award high school credit for the postsecondary course if the student successfully completes the course. 

Citations: p1: M.C.L.A. 388.517(1) through (3), 388.1907(1) through (3) p2: 2015 H.B. 4115, sec. 64b

Students may take developmental/remedial courses through dual enrollment program Not set in state policy
CTE component Yes. The provisions of the Career and Technical Preparation Act mirror those of the Postsecondary Enrollment Options, Act but are specific to postsecondary coursework taken by high school students for high school and/or postsecondary credit. 
Unique characteristics Postsecondary Enrollment Options and Career and Technical Preparation Act: Nonpublic school students may be eligible to dual enroll.

An eligible postsecondary institution or career and technical preparation program may give priority to its postsecondary students when enrolling Postsecondary Enrollment Options or Career and Technical Preparation Act students for high school credit only. Once a student has been enrolled in a course through one of these programs, the postsecondary institution or career and technical preparation program may not displace the student with another student.

If a school district or public school academy maintains pupil portfolios for high school pupils, each pupil's portfolio must include all academic records and correspondence relating to the pupil's participation in a postsecondary course under the postsecondary enrollment options act.

Money included in the appropriations for community college operations for local strategic value must be allocated to each community college that certifies to the state budget director, through a board of trustees resolution by October 15, 2015 that the college has met 4 out of 5 specified best practices listed in each of three categories. Under the "educational partnerships" category, one of the five best practices is, "The community college has active partnerships with regional high schools, intermediate school districts, and career-tech centers to provide instruction through dual enrollment, concurrent enrollment, direct credit, middle college, or academy programs."

A high school that does not offer all credits it must offer for purposes of accreditation may maintain accreditation by ensuring students can access the required credits by another means, such as enrollment in a postsecondary course under the postsecondary enrollment options act. 

Citations: 1: M.C.L.A. § 388.513(1)(d), M.C.L.A. 388.1907(2) and (3) 2: M.C.L.A. 388.516, 388.1906 3: M.C.L.A. 380.1472(2) 4: M.C.L.A. 388.1830(3)(b)(i) 5: M.C.L.A. 380.1278b(8) 

Access
Offering mandatory or voluntary All programs: Mandatory
College partners can be 2-year/4-year/both All programs: Both. PSEO and Career and Technical Preparation Act programs: Tribal colleges and independent nonprofit colleges and universities may also participate.

Citations: M.C.L.A. 388.513(1)(a) and (e), 388.1903(1)(b) and (f)

Student eligibility requirements
  • Other. Postsecondary Enrollment Options Act: Student must have either earned a qualifying score in each subject area on a readiness assessment in English, mathematics, reading, social studies, and science selected by the superintendent of public instruction, or the Michigan merit examination. If not, student is limited to a course in a subject area for which he or she has achieved a qualifying score, a course in computer science or foreign language not offered by the school district, or a course in fine arts as permitted by the school district. 
  • Career and Technical Preparation Act: A student who has not taken the Michigan merit examination must have achieved a qualifying score in all subject areas on a readiness assessment and a student who has taken the Michigan merit examination must have achieved a qualifying score in all subject areas on the Michigan merit examination. A student who has not achieved a qualifying score in all subject areas on a readiness assessment or the Michigan merit examination. A student who has not achieved a qualifying score on either assessment may be eligible if he/she achieves a qualifying score in math and a qualifying score on a nationally or industry recognized job skills assessment test as determined by the superintendent of public instruction.
     

Citations: M.C.L.A. § 388.513(1)(d), 388.513a(1)(a), M.C.L.A. 388.1903(1)(g)

Cap on number of credits students may earn Postsecondary Enrollment Options Act and Career and Technical Preparation Act: If there is no written agreement between a student’s school district and the eligible postsecondary institution to waive limits, a course is not an eligible course if the student’s participation would exceed: (1) more than 10 courses overall; (2) more than 2 courses per year if student first enrolls in a course in grade 9, not more than 2 courses during each academic year in the student's 1st, 2nd , or 3rd academic year of enrollment in an eligible postsecondary institution or career and technical preparation program and not more than 4 courses during the academic year in the student's 4th academic year of enrollment; (3) If the student first enrolls in a course in grade 10, not more than 2 courses during the 1st academic year of enrollment in an eligible postsecondary institution or career or technical preparation program, not more than 4 courses during 2nd academic year of enrollment in an eligible postsecondary institution or career and technical preparation program, and not more than 4 courses during 3rd academic year of enrollment in an eligible postsecondary institution or career and technical preparation program; or (4) subject to the limit of 10 courses overall, if the student first enrolls in a course when the student is in grade 11 or 12, not more than 6 courses during either of those academic years. A student must be enrolled in at least 1 high school course.

In addition, a 5th year high school student who has not completed all high school graduation requirements is limited to enrollment in no more than 2 postsecondary or CTE preparation courses at any one time, and no more than 4 such courses during the school year. 

Citations: M.C.L.A. § 388.513(1)(d) and (f), 388.1903(e) and (g) Mich. Admin. Code R. 388.153

Students/parents must be notified of dual enrollment opportunities Postsecondary Enrollment Options Act and Career and Technical Preparation Act: Yes. Each district and state approved nonpublic school must provide general information about both programs to all students in grades 8 and higher. Each school district or state approved nonpublic school must provide information to all high school students on both programs, including enrollment eligibility; the institutions (or CTE programs) and types of courses eligible for participation; the decision making process for granting academic credits; an explanation of eligible charges that will be paid by the school district or department of treasury, as applicable, and of financial arrangements for eligible charges and for paying costs not paid for by the school district or department of treasury; eligibility for payment of all or part of eligible charges by the school district or department of treasury, as applicable; an explanation that, if the student qualifies for payment of all or part of eligible charges by the school district or department of treasury, the school district or department of treasury, as applicable, will pay that support directly to the eligible postsecondary institution (or CTE preparation program) upon being billed by the eligible postsecondary institution and that the student is not responsible for that payment but is responsible for payment of costs not paid for; available support services; the need to arrange an appropriate schedule; consequences of failing or not completing a postsecondary (or CTE preparation) course in which the eligible student enrolls, including the possibility of being required to repay the school district or department of treasury, as applicable, for money paid on behalf of the eligible student; the effect of enrolling in a postsecondary (or CTE preparation) course on the eligible student's ability to complete the required high school graduation requirements; and the academic and social responsibilities that must be assumed by the eligible student and his/her parent or guardian.

Citations: p 1: M.C.L.A. 388.520, 388.1910, M.C.L.A. 388.519(1), 388.1909(1) p2: M.C.L.A. 388.1664b p 3: 2015 H.B. 4115, Sec. 67(3)(a)

Counseling/advising is made available to students Postsecondary Enrollment Options Act 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. 

Citations: M.C.L.A. 388.519)(2), 388.1909(2) M.C.L.A. 388.519)(3), 388.1909(3)

Finance
Who is primarily responsible for paying tuition PSEO and Career and Technical Preparation Act: Combination of district and student/parent. For a public school student, the district is required to pay to the higher education institution either the amount of the tuition or the amount of state funding the district receives for that student for the part of the day the student attends the course or career and technical preparation program. For example, if a student is enrolled in PSEO or Career and Technical Preparation Act coursework 20% of the school day and the district receives $10,000 from the state for that student, the district must pay the higher education institution either the cost of tuition or $2,000 (20 x $10,000), whichever is less. A Dual Enrollment Calculation Worksheet can be found here

A district may, but is not required to, pay more to a postsecondary institution or career and technical preparation program on a student’s behalf than is required by statute, and may use local school operating revenue for that purpose.

The student must pay any additional tuition costs above and beyond what the district is required to contribute.

For a nonpublic school student, the department of treasury pays the institution or career and technical preparation program. The student is responsible for paying the remainder of the costs that exceed the amount the department of treasury is statutorily required to pay.

A public school or nonpublic school student who does not complete a course must refund the school district or department of treasury any funds not reimbursed the district or department of treasury by the postsecondary institution or career and technical preparation program. If the eligible student does not repay this money, the school district may impose sanctions against the public school student as determined by school district policy.

Districts may be eligible for a supplemental incentive payment to support student participation in PSEO PEOA or the Career and Technical Preparation Act.  Supplemental incentive payments are calculated in two parts:

Part 1:   $10.00 per credit, up to three credits ($30 maximum), for a credit-bearing course in which a pupil enrolls during the current school year

Part 2:   An additional payment of $30.00 per-pupil per course (regardless of the number of credits) if the pupil successfully completes and is awarded both high school and postsecondary credit for the course.

Incentive payments are included in the final (August) State Aid payment each year.

Supplemental incentive payments for supporting postsecondary opportunities for students remain available in 2018-19. A maximum of $60 per course can be claimed.  Incentive payments are limited to one course per student, per year, and will be included in districts’ August state school aid payments following claim processing and course verification.

Citations: M.C.L.A. 388.514(5) and (6), 388.1904(5) and (6), M.C.L.A. 388.514 (9)(b) and (10)(b), 388.1904(9)(b) and (10)(b) "For a district to be eligible": 2015 H.B. 4115, sec. 64b 

How state funds participating high schools All programs: Equal, with qualifications. The number of classes a student is enrolled in at a high school and postsecondary institution must equal the number of classes per day required to be classified as a full-time pupil or of a reduced schedule, or the sum of high school and postsecondary course time and the number of hours of travel time meet the minimum number of hours required to meet a reduced schedule.

A student may not be enrolled beyond full-time in high school/postsecondary or career and technical preparation courses combined, not retake a course after failing to achieve a satisfactory grade, or enrolled in a course contrary to eligibility provisions.

The Act also added provisions that allow a district that borders another state or a public school academy that operates at least grades 9 to 12 and is located within 20 miles of a border with another state may count in membership a pupil who is enrolled in a course at a college or university that is located in the bordering state and within 20 miles of the border with this state if all of the following are met:
(i) The pupil would meet the definition of an eligible student, if the course were an eligible course.
(ii) The course in which the pupil is enrolled would meet the definition of an eligible course under the postsecondary enrollment options act and were provided by an eligible postsecondary institution.
(iii) The department determines that the college or university is an institution that, in the other state, fulfills a function comparable to a state university or community college or is an independent nonprofit degree-granting college or university.
(iv) The district or public school academy pays for a portion of the pupil’s tuition at the college or university in an amount equal to the eligible charges that the district or public school academy would pay to an eligible postsecondary institution under the postsecondary enrollment options act.
(v) The district or public school academy awards high school credit to a pupil who successfully completes a course.
 

Citations: Mich. Admin. Code R. 340.7(7) M.C.L.A. 388.514(13), 388.1904(13) Act 265 (H.B. 5579, 2018)

How state funds participating postsecondary institutions Equal 

Citations: (M.C.L.A. 388.1621b)

Ensuring Program Quality
Instructor qualifications component Yes, for which districts wish to receive supplemental incentive payments from the state via an appropriation. To be eligible for incentive payments for students, a district must conduct specified activities, including ensuring that the course is taught by either a high school teacher or postsecondary faculty pursuant to standards established by the partnering postsecondary institution, and ensuring the course is taught in the local or intermediate district. 

Citations: M.C.L.A. 388.1664b(3)(c)

Course quality component Not set in state policy
Program reporting requirement Postsecondary Enrollment Options and Career and Technical Preparation Act: Yes. Each intermediate school district must annually collect the following information from its constituent school districts and provide to the department of education: the amount of money expended by the school district for payments required under each program; the number of eligible students who were enrolled in the school district and the number of those eligible students who enrolled in 1 or more postsecondary or CTE courses and received payment of all or part of eligible charges, both in the aggregate and by grade level; the percentage of the school district's enrollment represented by the eligible students described above, both in the aggregate and by grade level; and the total number of postsecondary or CTE courses for which the school district made payment, the number of those courses for which postsecondary credit was granted, the number of those courses for which high school credit was granted, and the number of those courses not completed by the eligible student.

Each participating postsecondary institution and CTE preparation program must annually report to the department the number of eligible students who enrolled in the institution or CTE program during the preceding academic year; the total number of courses completed by participating students at the institution or CTE preparation program during the preceding academic year; the number of aforementioned courses for which the institution or CTE preparation program granted a participating student postsecondary credit; and the number of aforementioned courses for which the institution or CTE preparation program declined to grant postsecondary credit.

By March 1 of each year, the department must submit to the house and senate fiscal agencies and the department of technology management, and budget a summary annual report on the information received through these provisions. 

In addition, if a district board wants all of its schools to be accredited, it must submit an annual report to the state board that must include, for each high school in the district, the number and percentage of pupils in the school who enrolled during the preceding school year in 1 or more postsecondary courses under the postsecondary enrollment options act, and in comparison with the year preceding that. The department must prepare and submit to the legislature a report of the information submitted through district reports, aggregated for statewide and intermediate school district totals.

All programs: Community colleges and public four-year institutions must annually report information on opportunities they offer for earning college credit via (1) Direct college credit or concurrent enrollment and (2) Dual enrollment. Information must be reported to the Center for Educational Performance and Information and posted on the college or institution's website under the budget transparency icon badge. For each such program that the community college or public institution offers, the college/institution must report:
(i) The number of high school students participating in the program.
(ii) The number of school districts that participate in the program with the community college.
(iii) Whether a college professor, qualified local school district employee, or other individual teaches the course or courses in the program.
(iv) The total cost to the community college to operate the program.
(v) The cost per credit hour for the course or courses in the program.
(vi) The location where the course or courses in the program are held.
(vii) Instructional resources offered to the program instructors.
(viii) Resources offered to the student in the program.
(ix) Transportation services provided to students in the program. 

Citations: M.C.L.A. 388.521, 388.1911 M.C.L.A. 380.1204a(1)(g)(i) and (h) Comm college: M.C.L.A. § 388.1809(5), M.C.L.A. 388.1845(6)

Program evaluation component Not set in state policy.

However, H.B. 4313 (2017 - Act 108) required that at-risk funds contribute to developing metrics that measure program success, including dual enrollment programs.
Transferability
Public postsecondary institutions required to accept credits No. However, for a district to be eligible for 64(b) incentive payments, the district must ensure the student is awarded both high school and college credit at any community college or state public university in the state upon successful completion of the course. 

Citations: M.C.L.A. 388.1865a(1)(b) Concurrent enrollment: 2015 H.B. 4115, Sec. 64b(3)(f)


Minnesota
Program Basics
Statewide policy in place Yes
Definition or title of program Postsecondary Enrollment Options (the first state-level dual enrollment policy in the U.S.) refers to student enrollment in courses offered by postsecondary institutions for either postsecondary credit alone, or high school and postsecondary credit. Under Postsecondary Enrollment Options, Concurrent Enrollment (a.k.a. College in the High School) refers to courses taught by a secondary teacher or postsecondary faculty member at a secondary school, or another location as per an agreement between a public school board and the postsecondary institution.

Citations: Minn. Stat. Ann. § 124D.09

Where courses provided
  • At high school
  • At postsecondary institution
  • Other (Course may be offered at another location according to an agreement between a public school board and the governing body of an eligible public postsecondary system or an eligible private postsecondary institution)
"Eligible institution" means a Minnesota public postsecondary institution, a private, nonprofit two-year trade and technical school granting associate degrees, an opportunities industrialization center accredited by the North Central Association of Colleges and Schools, or a private, residential, two-year or four-year, liberal arts, degree-granting college or university located in Minnesota.

Citations: Minn. Stat. Ann. § 124D.09, subd. 10 Minn. Stat. Ann. § 124D.09, subd. 1

Postsecondary and/or secondary credit earned Not specified. A district must grant academic credit to a course for secondary credit, but must grant academic credit for a postsecondary course only if requested by a student.

Each school board is required to adopt policy regarding weighted GPAs for any high school dual enrollment course. Policy must include whether the district offers weighted grades.

Citations: Minn. Stat. Ann. § 124D.09, subd. 12 Minn. Stat. Ann. § 124D.09, subd. 12(c)

Students may take developmental/remedial courses through dual enrollment program No

Citations: Minn. Stat. Ann. § 135A.101

CTE component Yes. Under the Postsecondary Enrollment Options Act, a "career or technical course" is defined as a course that is part of a career and technical education program that provides individuals with coherent, rigorous content aligned with academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in current and emerging professions and provide technical skill proficiency, an industry recognized credential, and a certificate, a diploma, or an associate degree.

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 current 10th grade student who did not take the 8th grade Minnesota Comprehensive Assessment in reading may substitute another reading assessment accepted by the enrolling postsecondary institution. 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.

S.F. 943 appropriated $225,000 in fiscal year 2018 and $225,000 in fiscal year 2019 for grants to develop new concurrent enrollment courses that satisfy the elective standard for career and technical education. The legislation requires the Office of Higher Education to annually report to legislative higher education committees the courses developed by grant recipients and the number of students who enrolled in the courses. S.F. 943 also appropriated an additional $115,000 for fiscal year 2018 and $115,000 for fiscal  year 2019 for postsecondary institutions already sponsoring a concurrent enrollment course to expand existing programs.

Citations: 1: Minn. Stat. Ann. § 124D.09, subd. 5a, subd. 3 2: Minn. Stat. Ann. § 124D.091, subd. 2 3: S.F. 943 (90th Legislature)

Unique characteristics Tribal school, home-schooled and private school students may also participate, and their program costs are paid by the department of education. A nonpublic secondary institution must proportionately adjust its tuition to accurately reflect the time an alternative pupil spends in a postsecondary enrollment course or program.

A postsecondary institution must give priority to its postsecondary students when enrolling 10th, 11th, and 12th grade pupils in its courses. However, once a student has been enrolled in a postsecondary course through Postsecondary Enrollment Options, the student may not be displaced by another student.

The postsecondary institution must inform the student of the support services available at that institution. If the student has an individualized education program (IEP) that provides general education support and accommodations, the postsecondary institution must provide the support services as described in the IEP and the postsecondary institution and the district must negotiate an agreement on the rate to be charged for the services. Nothing may prevent the student from enrolling while the agreement is being developed. If the parties cannot agree on the services, on application of either party, the commissioner of education must resolve the dispute in the same manner the commissioner fixes tuition rates for K-12 special education instruction and services outside a student’s district of residence.

Students who are taking courses through the Postsecondary Enrollment Options Act must be provided sexual assault training.

A student enrolled in a high school 40 miles or more from the nearest eligible institution may request that the district offer one or more accelerated or advanced academic courses, and a district must offer an accelerated or advanced academic course for postsecondary credit a student requests such a course. A student may enroll in a course offered for either secondary or postsecondary credit. The district may decide which course to offer, how to offer the course, and whether to offer one or more courses. The district must offer at least one such course in the next academic period and must continue to offer at least one accelerated or advanced academic course for postsecondary credit in later academic periods.

High school dropouts under the age of 21 who are participating in the graduation incentives program to earn a high school diploma are eligible to participate in Postsecondary Enrollment Options.

Citations: 1: Minn. Stat. Ann. § 124D.09, subd. 4 and 17 2: Minn. Stat. Ann. § 124D.09, subd. 18 3: Minn. Stat. Ann. § 124D.09, subd. 21 4: Minn. Stat. Ann. 135A.15, subd. 8 5: Minn. Stat. Ann. § 124D.09, subd. 25 6: Minn. Stat. Ann. § 124D.68, subd. 3(b)

Access
Offering mandatory or voluntary Voluntary
College partners can be 2-year/4-year/both Both. Private, nonprofit two-year trade and technical school granting associate degrees, an opportunities industrialization center accredited by the North Central Association of Colleges and Schools, and a private, residential, two-year or four-year, liberal arts degree-granting college or university located in Minnesota may also participate.

Citations: Minn. Stat. Ann. § 124D.09, subd. 3

Student eligibility requirements
  • Student in grades 10-12 (only for CTE course. A 10th grade pupil applying for enrollment in a career or technical education course under this subdivision must have received a passing score on the 8th grade Minnesota Comprehensive Assessment in reading as a condition of enrollment. A current 10th grade pupil who did not take the 8th grade Minnesota Comprehensive Assessment in reading may substitute another reading assessment accepted by the enrolling postsecondary institution.)
  • Student in grades 11-12 (for academic course) (a 9th or 10th grade student may apply to enroll if (1) the school district and the eligible postsecondary institution providing the course agree to the student's enrollment or (2) the course is a world language course currently available to 11th and 12th grade students, and consistent with section 120B.022 governing world language standards, certificates, and seals.)
  • Meet entrance requirements set by postsecondary institution.

Citations: Minn. Stat. Ann. § 124D.09, subd. 5a Minn. Stat. Ann. § 124D.09, subd. 5

Cap on number of credits students may earn No — student may enroll as part- or full-time student. However, a student first enrolling in Postsecondary Enrollment Options in grade 9 may not take more than the equivalent of four years' coursework; a student first enrolling in grade 10 may not take more than the equivalent of three years' coursework; a student first enrolling in grade 11 may not take more than the equivalent of two years' coursework; a student first enrolling in grade 12 may not take more than the equivalent of one year's coursework. If a district determines a student is not on track to graduate, the limit on participation does not apply to that student.

Citations: Minn. Stat. Ann. § 124D.09, subd. 8

Students/parents must be notified of dual enrollment opportunities Yes. A district must provide up-to-date information on the district's website and in materials that are distributed to parents and students about the Postsecondary Enrollment Options program, including information about enrollment requirements and the ability to earn postsecondary credit to all students in grades 8-11. 

A postsecondary institution may provide information about its programs to a secondary school or to a pupil or parent and may recruit a secondary pupil to enroll in its programs on educational and programmatic grounds only except, notwithstanding other law to the contrary, and for the 2014-2015 through 2019-2020 school years only, an eligible postsecondary institution may advertise or otherwise recruit or solicit a secondary pupil residing in a school district with 700 students or more in grades 10, 11, and 12, to enroll in its programs on educational, programmatic, or financial grounds.

Citations: 1: Minn. Stat. Ann. § 124D.09, subd. 7 2: Minn. Stat. Ann. § 135A.101, 124D.09, subd. 9

Counseling/advising is made available to students 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.

Citations: Minn. Stat. Ann. § 124D.09, subd. 6

Finance
Who is primarily responsible for paying tuition Postsecondary Enrollment Options: Local decision. The agreement between a board and the governing body of a public postsecondary system or private postsecondary institution sets forth the payment amounts and arrangements, if any, from the board to the postsecondary institution. For a student earning both high school and postsecondary credit, or just high school credit, the state pays (office of education). The state uses the following formula to reimburse colleges/universities: 88% of the product of the formula allowance minus $425, multiplied by 1.2 and divided by 30 for institutions on a semester calendar, or divided by 45 for institutions on a quarter calendarAn institution may not charge a student enrolled in a course for secondary and postsecondary credit for fees, textbooks, materials, support services, or other necessary costs, except for equipment purchased by the student that becomes the property of the student. The department must not make payments to a postsecondary institution for a course from which a student officially withdraws during the first 14 days of the quarter or semester or who has been absent from the postsecondary institution for the first 15 consecutive school days of the quarter or semester and is not receiving instruction in the home or hospital.

For a student taking a course for postsecondary credit only, or for any postsecondary courses in which a student is enrolled in addition to being enrolled full time in the student’s district: the student or parent is responsible for tuition, fees, textbooks, and materials.

Concurrent Enrollment: The actual costs school districts must pay are determined by local agreements between districts and postsecondary partners. If the course is taught by a secondary instructor, the postsecondary institution may not require payment that exceeds the cost to the postsecondary institution that is directly attributable to providing that course.

Districts must receive from the state up to $150 per student enrolled in a concurrent enrollment course; however, this is based on a fixed annual state appropriation. If the appropriation does not cover the full $150 per student, the district covers the balance.

Citations: Minn. Stat. Ann. § 124D.09, subd. 13 and 19 

How state funds participating high schools Postsecondary Enrollment Options students are funded at a higher level. PSEO students are counted as 1.2 pupil units. Districts offering a concurrent enrollment course (taught at the high school by either a secondary teacher or postsecondary faculty member) are also eligible for an additional $150 per student, but only if the course is accredited by the National Alliance of Concurrent Enrollment Partnership, in the process of being accredited, or is shown by clear evidence to be of comparable standard to accredited courses, or is a technical course within a recognized career and technical education program of study approved by the commissioner of education and the chancellor of the Minnesota State Colleges and Universities. The additional aid must be used to defray the cost of delivering the course at the high school.

Citations: Minn. Stat. Ann. § 124D.09, subd. 16(a), Minn. Stat. Ann. § 126C.05, subd. 1(h) Minn. Stat. Ann. § 124D.091, subd. 2 and 3

How state funds participating postsecondary institutions Postsecondary institutions may be (but are not required to be) funded at a higher level for courses offered on the postsecondary campus. If a course is offered at a secondary school and taught by secondary teacher, the postsecondary system or institution must not require a payment from the school board that exceeds the cost to the postsecondary institution that is directly attributable to providing that course.

Citations: Minn. Stat. Ann. § 124D.09, subd. 16(b)

Ensuring Program Quality
Instructor qualifications component Yes. To establish a uniform standard by which concurrent enrollment courses and professional development activities may be measured, postsecondary institutions must adopt and implement the National Alliance of Concurrent Enrollment Partnership Partnership's program standards and required evidence for accreditation by the 2020-2021 school year and later.

Districts may use an amount equal to at least 2% of basic revenue they are required to reserve for staff development in order to pay for coursework and training leading to certification as a college in the schools or concurrent enrollment teacher. In order to receive a grant, the teacher must be enrolled in a program that includes coursework and training focused on teaching a core subject.

The Statewide Concurrent Enrollment Teacher Training Program is a voluntary "State Partnership" between the Northwest Regional Partnership and the Metropolitan Educational Cooperative Service Unit. The Northwest Regional Partnership is a voluntary association of three entities that works together to provide coordinated higher learning opportunities for teachers--to allow eligible teachers to attain graduate credits necessary to be qualified to teacher secondary school courses for postsecondary credit. Any State Partnership must contract with one or more eligible postsecondary institutions to do the same -- and members must work to eliminate duplication of service and develop the continuing education credit program efficiently and cost-effectively.

If established, the State Partnership must submit an annual joint report to the legislature and the Office of Higher Education by January 15 of each year on the progress of its activities. The report must include the number of teachers participating in the program, the geographic location of the teachers, the number of credits earned, and the subject areas of the courses in which participants earned credit. The report must include a financial report for the preceding year.

Citations: 1: Minn. Stat. Ann. § 124D.091, subd. 1 2: Minn. Stat. Ann. § 122A.61, subd. 3

Course quality component To establish a uniform standard by which concurrent enrollment courses and professional development activities may be measured, postsecondary institutions must adopt and implement the National Alliance of Concurrent Enrollment Partnership program standards and required evidence for accreditation by the 2020-2021 school year and later. 

Postsecondary institutions offering courses taught by secondary teachers and that are members in the National Alliance of Concurrent Enrollment Partnerships (NACEP), must report all required NACEP evaluative survey results by September 1 of each year to the commissioners of the Office of Higher Education and the Department of Education. The commissioners must report by December 1 of each year to the committees of the legislature having jurisdiction over early education through grade 12 education.

Postsecondary institutions that have not adopted and implemented the NACEP program standards and required evidence for accreditation, are required to conduct an annual survey of concurrent enrolled students who successfully completed the course who are one year out of high school, beginning with the high school graduating class of 2016. By September 1 of each year, the postsecondary institutions must report the evaluative survey results to the commissioners of the Office of Higher Education and the Department of Education. The commissioner must report by December 1 of each year to the committees of the legislature having jurisdiction over early education through grade 12 education. The survey must include, at a minimum, the following student information:

(1) the participant's future education plans, including the highest degree or certification planned;
(2) whether the participant is enrolled or plans to enroll in a Minnesota postsecondary institution, either public or private;
(3) the number of credits accepted or denied by postsecondary institutions;
(4) the college or university attended;
(5) the participant's satisfaction level with the concurrent enrollment program;
(6) the participant's demographics, such as gender, parent education level, qualification for free or reduced-price lunch in high school, Pell grant qualification, and ethnicity; and
(7) a place for participants to provide comments.

A postsecondary institution offering courses taught by secondary teachers also must establish an advisory board. The purpose of the advisory board is to engage stakeholders in concurrent enrollment decisions. The duties of the board must include the following:

(1) providing strategic advice and input relating to concurrent enrollment issues;
(2) recommend and review proposals for concurrent enrollment course offerings;
(3) serve as a coordinating entity between secondary education and postsecondary institutions; and
(4) increase the understanding and collaboration among concurrent enrollment partners, stakeholders, the legislature, and the public.

Secondary schools: When reporting core measures of college readiness, secondary schools are required to also analyze and report separate categories of information on postsecondary enrollment options.

Citations: Minn. Stat. Ann. § 124D.09, subd. 10a H.F. 2 (2017)

Program reporting requirement Yes.The commissioner must annually submit the following information on rigorous course taking, disaggregated by student subgroup, school district, and postsecondary institution, to the education committees of the legislature:
  • The number of pupils enrolled in postsecondary enrollment options, including concurrent enrollment, career and technical education courses offered as a concurrent enrollment course, Advanced Placement (AP), and International Baccalaureate (IB) courses in each school district
  • The number of teachers in each district attending training programs offered by Minnesota concurrent enrollment programs, the College Board, or International Baccalaureate North America, Inc.
  • The number of teachers in each district participating in support programs
  • Recent trends in the field of postsecondary enrollment options, including concurrent enrollment, AP, and IB programs
  • Specific expenditures, including for postsecondary enrollment options, concurrent enrollment, and career and technical education courses offered as a concurrent enrollment course
  • Other recommendations for the state program or the postsecondary enrollment options, including concurrent enrollment.
In addition, when reporting student performance through the state accountability system, the commissioner of education must report a rigorous coursework measure indicating the number and percentage of high school graduates in the most recent school year who successfully completed one or more college-level AP, IB, postsecondary enrollment options including concurrent enrollment, other rigorous courses of study, or industry certification courses or programs.

Citations: para 1: Minn. Stat. Ann. § 120B.13, subd. 4
para 2: Minn. Stat. Ann. § 120B.35, subd. 3(c)(2)

Program evaluation component Postsecondary Enrollment Options: Yes. The commissioner of education’s annual report to the education committees of the legislature must include any recommendations for Postsecondary Enrollment Options, including concurrent enrollment. (See below for details.)

Concurrent Enrollment: Yes. Postsecondary institutions offering courses taught by secondary teachers, and that are members in the National Alliance of Concurrent Enrollment Partnerships (NACEP), must annually report all required NACEP evaluative survey results to the commissioners of the Office of Higher Education and the Department of Education. The commissioners must report by December 1 of each year to the legislative preK-12 education committees. Postsecondary institutions that have not adopted and implemented the NACEP program standards and required evidence for accreditation, are required to conduct an annual survey of concurrent enrolled students who successfully completed the course who are one year out of high school, beginning with the high school graduating class of 2016. The postsecondary institutions must annually report the evaluative survey results to the commissioners of the Office of Higher Education and the Department of Education. The commissioner must report by December 1 of each year to the committees of the legislature having jurisdiction over early education through grade 12 education. The survey must include, at a minimum:
  • The participant's future education plans, including the highest degree or certification planned
  • Whether the participant is enrolled or plans to enroll in a public or private Minnesota postsecondary institution
  • The number of credits accepted or denied by postsecondary institutions
  • The college or university attended
  • The participant's satisfaction level with the concurrent enrollment program
  • The participant's demographics, such as gender, parent education level, qualification for free or reduced-price lunch in high school, Pell grant qualification and ethnicity
  • A place for participants to provide comments.
In addition, a postsecondary institution offering concurrent enrollment courses must establish a concurrent enrollment advisory board, to engage stakeholders in concurrent enrollment decisions. The duties of the board must include:
  • Providing strategic advice and input relating to concurrent enrollment issues
  • Recommending and reviewing proposals for concurrent enrollment course offerings
  • Serving as a coordinating entity between secondary education and postsecondary institutions
  • Increasing the understanding and collaboration among concurrent enrollment partners, stakeholders, the legislature, and the public.
The board must report to the postsecondary institution periodically as requested by the postsecondary institution to provide advice and proposals as described above.

Both: The commissioner is required to submit the following information on rigorous course taking, disaggregated by student subgroup, school district, and postsecondary institution, to the education committees of the legislature each year by February 1:

(1) the number of pupils enrolled in postsecondary enrollment options, including concurrent enrollment, career and technical education courses offered as a concurrent enrollment course, advanced placement, and international baccalaureate courses in each school district;
(2) the number of teachers in each district attending training programs offered by the college board, International Baccalaureate North America, Inc., or Minnesota concurrent enrollment programs;
(3) the number of teachers in each district participating in support programs;
(4) recent trends in the field of postsecondary enrollment options, including concurrent enrollment, advanced placement, and international baccalaureate programs;
(5) expenditures for each category, including career and technical education courses offered as a concurrent enrollment course; and
(6) other recommendations for the state program or the postsecondary enrollment options under, including concurrent enrollment.

Citations: PSEO: Minn. Stat. Ann. § 120B.13, subd. 4(6) CE: Minn. Stat. Ann. § 124D.09, subd. 10a, 10b

Transferability
Public postsecondary institutions required to accept credits Yes. Postsecondary Enrollment Options: All MnSCU institutions must give full credit to a secondary pupil who completes for postsecondary credit a postsecondary course or program that is part or all of a goal area or a transfer curriculum at a MnSCU institution when the pupil enrolls in a MnSCU institution after leaving secondary school. Once one MnSCU institution certifies as completed a secondary student's postsecondary course or program that is part or all of a goal area or a transfer curriculum, every MnSCU institution must consider the student's course or program for that goal area or the transfer curriculum as completed.

Concurrent Enrollment: The Board of Trustees of the Minnesota State Colleges and Universities (MnSCU) and the Board of Regents of the University of Minnesota must, and private nonprofit and proprietary postsecondary institutions should, award postsecondary credit for any courses in a program certified by the National Alliance of Concurrent Enrollment Partnerships (this applies to courses taught at a high school and taught by either a secondary teacher or postsecondary faculty member). All MnSCU institutions must give full credit to a student who completes for postsecondary credit a postsecondary course or program that is part or all of a goal area or a transfer curriculum at a MnSCU institution when the student enrolls in a MnSCU institution after leaving secondary school. Once one MnSCU institution certifies as completed a secondary student's postsecondary course or program that is part or all of a goal area or a transfer curriculum, every MnSCU institution must consider the student's course or program for that goal area or the transfer curriculum as completed.
 

Citations: p1: Minn. Stat. Ann. § 135A.101, subd. 3
p2: Minn. Stat. Ann. § 124D.09, subd. 12(f)


Mississippi
Program Basics
Statewide policy in place Yes
Definition or title of program A Dual Enrolled student is one enrolled in a community or junior college or state institution of higher learning while enrolled in high school. A Dual Credit student is one enrolled in a community or junior college or state institution of higher learning while enrolled in high school and who is receiving high school and college credit for postsecondary coursework.

Mississippi Works Dual Enrollment-Dual Credit Option Program targets potential or recent dropouts.

“Dual enrolled” provisions also apply to dual credit students. Unless indicated otherwise, responses below refer to both dual enrollment and dual credit students.

Citations: Miss. Code Ann. § 37-15-38 (1) and (19)

Where courses provided
  • At high school
  • At postsecondary institution
  • Through the online courses of any public university, community, or junior college in Mississippi

Citations: Miss. Code Ann. § 37-15-38(12) and (16).

Postsecondary and/or secondary credit earned Yes, for dual credit students. Postsecondary credit only, for dual enrolled students.

Citations: Miss. Code Ann. § 37-15-38(1)

Students may take developmental/remedial courses through dual enrollment program No

Citations: Miss. Code Ann. § 37-15-38(10)

CTE component 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.
 

Citations: Miss. Code Ann. § 37-15-38(12) and (19) Miss. Code Ann. § 37-16-17(2)(c) and (e)(vi)

Unique characteristics Courses eligible for dual credit include, but are not necessarily limited to, foreign languages, advanced math courses, advanced science courses, performing arts, advanced business and technology, and career and technical courses.

Citations: Miss. Code Ann. § 37-15-38(12)

Access
Offering mandatory or voluntary Voluntary
College partners can be 2-year/4-year/both Both

Citations: Miss. Code Ann. § 37-15-38(1)

Student eligibility requirements
  • Minimum GPA
  • Written approval/recommendation (from high school principal and/or guidance counselor. A home-schooled student must have parent or custodian’s written recommendation)
  • Meet entrance requirements set by postsecondary institution
  • Other: Students must have completed a minimum of 14 core high school units. An exemption may be provided students with a minimum ACT composite of at least 30 or the equivalent SAT score, and meet other requirements above.
The Mississippi Works Dual Enrollment-Dual Credit Option targets recent or potential dropouts. The above criteria do not apply.

Citations: Miss. Admin. Code 9-1-1:1.1(b) Miss. Admin. Code 9-1-1:1.1(c) Miss. Code Ann. § 37-15-38(4) and (9) Miss. Admin. Code 9-1-1:1.0

Cap on number of credits students may earn No cap set in state policy. A qualified dually enrolled high school student must be allowed to earn an unlimited number of college or university credits for dual credit, provided the student earns a “B” average on the first two courses.

Citations: Miss. Code Ann. § 37-15-38(15) Miss. Admin. Code 9-1-1:13.0

Students/parents must be notified of dual enrollment opportunities No
Counseling/advising is made available to students Not set in state policy
Finance
Who is primarily responsible for paying tuition Both programs: Local decision. Tuition and other costs may be paid by the postsecondary institution, the school district, the student/parent, or by grants, foundations or other private or public sources. Tuition and costs for university-level courses must be paid from grants, foundations, or other private sources.

Citations: Miss. Code Ann. § 37-15-38(5) Miss. Admin. Code 9-1-1:1.0 Miss. Admin. Code 9-1-1:3.0

How state funds participating high schools Equal. When dually enrolled, the student may be counted, for adequate education program funding purposes, in the average daily attendance of the public school district in which the student attends high school.

Citations: Miss. Code Ann. § 37-15-38 (7)

How state funds participating postsecondary institutions Equal
Ensuring Program Quality
Instructor qualifications component Yes.  All dual credit academic instructors must have a master's degree with a minimum of 18 graduate semester hours in their field of expertise. Dual credit career and technical education instructors 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. A high school teacher must be approved as an instructor by the collaborating college or university. An instructor employed by the college or university must be approved by the collaborating school district. A dual credit academic instructor must meet the requirements set forth by the regional accrediting association (Southern Association of College and Schools). University and community and junior college personnel have the sole authority in the selection of dual credit instructors. 

Citations: Miss. Admin. Code 9-1-1:15.0 Miss. Code Ann. § 37-15-38 (16), (17)

Course quality component Yes. All dual credit courses must meet the standards established at the postsecondary level. Dual credit memorandum of understandings must be established between each postsecondary institution and the school district implementing a dual credit program.

Citations: Miss. Code Ann. § 37-15-38(9), (10)

Program reporting requirement Yes. The Children First annual report must include the percent of students dually enrolled. The report must be posted to Mississippi Department of Education website; each district must post a link to the Web site on the home page of the district Web site.

Citations: Miss. Admin. Code 7-7-2:3 and 7-3:2051

Program evaluation component 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.

Citations: Miss. Code Ann. § 37-15-38(14)

Transferability
Public postsecondary institutions required to accept credits Yes. Dual credit/dual enrollment courses use the same college subject/prefix when transcripted at the community college and university levels, and as such, are treated no differently from other college courses in the statewide articulation agreement and degree requirements.

Under the Mississippi Works Dual Enrollment-Dual Credit Option, Grades and college credits earned by a student admitted to the program must be recorded on the high school student record and on the college transcript at the community college and high school where the student attends classes. The transcript of the community college coursework may be released to another institution or applied toward college graduation requirements. Any course that is required for subject area testing as a requirement for graduation from a public school in Mississippi is eligible for dual credit, and courses eligible for dual credit must also include career, technical and degree program courses. All courses eligible for dual credit are to be approved by the local superintendent and the chief instructional officer at the participating community college in order for college credit to be awarded. A community college must make the final decision on what courses are eligible for semester hour credits and the local school superintendent, subject to approval by the Mississippi Department of Education, makes the final decision on the transfer of college courses credited to the student's high school transcript.

Citations: Correspondence with state contact, Miss. Code Ann. § 37-15-38(19)


Missouri
Program Basics
Statewide policy in place Yes

Citations: Mo. Ann. Stat. § 167.223

Definition or title of program State has two programs:

Dual Credit is defined as college level courses taught by high school instructors with appropriate academic credentials to high school students, who earn both high school and college credit for these courses. (The term "postsecondary course options" is also used: ?Public high schools may, in cooperation with Missouri public two-year colleges and public or private four-year colleges and universities, offer postsecondary course options to high school students.  A postsecondary course option allows eligible students to attend vocational or academic classes on a college or university campus and receive both high school and college credit upon successful completion of the course.) 

Dual Enrollment refers to students concurrently enrolled at a high school and a postsecondary institution. Dual enrollment students may or may not earn high school credit for such courses.

Citations: Coordinating Board for Higher Education (CBHE) Dual Credit Policy, June 3, 2015, sec. 11.0 Mo. Ann. Stat. § 173.2500.1 PS course option: Mo. Ann. Stat. § 167.223.1

Where courses provided
  • At high school
  • At postsecondary institution

Citations: CBHE Dual Credit Policy, June 3, 2015, sec. 11.0 Mo. Ann. Stat. § 167.223

Postsecondary and/or secondary credit earned Both

Citations: Mo. Ann. Stat. § 167.223.1, 1.1.1. of CBHE Dual Credit Policy

Students may take developmental/remedial courses through dual enrollment program Not set in state policy
CTE component Yes. Students may complete vocational or academic courses.

Citations: Mo. Ann. Stat. § 167.223.1

Unique characteristics Students enrolled in courses taught at the high school by a high school teacher: All students in dual credit courses shall have access to student services and academic support similar to that afforded to students on the college campus, including, but not limited to advisors, library services, and other resources requisite for college-level academic performance. 

All dual credit courses: Institutions are prohibited from using fees as a means of enticing school districts or competing with other institutions for dual credit students. Institutions must charge reasonable fees for providing dual credit courses. 

One of the measures of K-12 district performance is whether the number of graduates who receive college credit through dual enrollment or approved dual credit courses meets or exceeds the state standard or demonstrates required improvement.

Citations: 1: CBHE Dual Credit Policy 6/3/15, Sec 6.4 2: CBHE Dual Credit Policy 6/3/15, Sec 5.7 3: 5 Mo. Code Regs. Ann. 20-100.105 App. A(3)(4)

Access
Offering mandatory or voluntary Voluntary. However, under “Resource Standards and Indicators” for public school districts, students must have access to postsecondary preparation (defined as Advanced Courses, Advanced Placement, International Baccalaureate, Technical Skills Attainment, Dual Enrollment, and Dual Credit).

Citations: Mo. Ann. Stat. § 167.223 Mo. Code Regs. Ann. tit. 5, § 20-100.110 App. A(R-3)(2)) Link

College partners can be 2-year/4-year/both Both. Any accredited Missouri private colleges and universities may also participate. However, any institution of higher education wishing to participate must annually apply.

Citations: Mo. Ann. Stat. § 167.223(1) Mo. Ann. Stat. § 173.2500

Student eligibility requirements Only for courses taught at the high school by an approved high school instructor:
  • Minimum GPA. 11th and 12th graders with a minimum 3.0 GPA on a 4.0 scale are automatically eligible for dual credit courses. 9th and 10th graders must have a minimum 3.0 GPA on a 4.0 scale and meet additional criteria.
  • Written approval/recommendation. ONLY for 11th and 12th graders with an overall GPA between 2.5 and 2.99 on a 4.0 scale, or 9th and 10th graders with a minimum 3.0 GPA on a 4.0 scale and who meet additional criteria. Such students must provide a signed letter of recommendation from their principal or guidance counselor.
  • Meet entrance requirements set by postsecondary institution. In order to be eligible for dual credit courses, including CTE courses, all prospective dual credit students must meet the same requirements for placement into individual courses (e.g., English or math) as those required of on-campus students. Institutions that use placement tests to assess students' readiness for college-level individual courses must ensure these students score at proficient or above on the ACT or other common placement test as adopted by the Coordinating Board for Higher Education and outlined in the Principles of Best Practices in Remedial Education.
  • Other. Parental permission. ONLY for 11th and 12th graders with an overall GPA between 2.5 and 2.99 on a 4.0 scale; for 10th graders with an overall minimum GPA of 3.0 on a 4.0 scale; and for 9th graders who have a minimum GPA of 3.0 on a 4.0 scale. 9th graders must also score at the 90th percentile or above on the ACT or SAT.
Other courses
  • Meet entrance requirements set by postsecondary institution.
Eligibility to receive a dual credit scholarship:
  • Be a United States citizen or permanent resident;
  • Be a Missouri resident as defined by the coordinating board for higher education;
  • Be enrolled in a dual credit program offered by an approved dual credit provider;
  • Have a cumulative high school grade point average of at least 2.5 on a 4.0 point scale or equivalent; and
  • Meet one or more of the following indicators of economic need:
    • Be individually eligible to be enrolled in a federal free or reduced-price lunch program;
    • Reside in a foster home, be a ward of the state, or be homeless; or
    • Receive low-income public assistance, such as the Supplemental Nutrition Assistance Program (SNAP) or the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC), or live in federally subsidized public housing.

Citations: Section 6.0 of CBHE Dual Credit Policy, June 3, 2015 Mo. Ann. Stat. § 173.2505

Cap on number of credits students may earn Not set in state policy. However, the Dual Credit Scholarship Act (under which eligible students are reimbursed for up to 50% of tuition paid) limits reimbursements to $500 annually.

Citations: Mo. Ann. Stat. § 173.2505 (4 and 5)

Students/parents must be notified of dual enrollment opportunities No
Counseling/advising is made available to students Yes, for courses offered on high school campuses 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.

Citations: Sections 6.4, 6.5 of CBHE Dual Credit Policy, June 3, 2015

Finance
Who is primarily responsible for paying tuition Local decision. Local agreement between student’s district and the college or university determines whether tuition is paid by the student’s district or by student/parent. Institutions are prohibited from using fees as a means of enticing school districts or competing with other institutions for dual credit students. Institutions must charge reasonable fees for providing dual credit courses.

For the purpose of payment of dual credit course fees under the Missouri Fee Payment Program, eligible students must be enrolled in an approved course, and have scored either proficient or advanced on the same content area section of the Missouri Assessment Program (MAP) test. The department of elementary and secondary education must establish a systematic process for identifying and reporting the names of students eligible for aid to pay a portion of the cost of dual credit course fees, and an evaluation to determine the effectiveness of the program and the program's impact on participating students.

Citations: 1: Mo. Ann. Stat. §167.223(4); Section 5.7 of CBHE Dual Credit Policy, June 3, 2015 2: Mo. Code Regs. Ann., tit. 5, 20-100.120

How state funds participating high schools Equal

For purposes of state aid, the pupil's resident district continues to count the pupil in the average daily attendance of such resident district for any time the student is attending a postsecondary course.

Citations: Mo. Ann. Stat. § 167.223(2)

How state funds participating postsecondary institutions Equal

Citations: Mo. Ann. Stat. § 167.223(3)

Ensuring Program Quality
Instructor qualifications component Yes. For dual credit courses, a high school teacher must be approved to be an adjunct professor by the appropriate college or university. The teacher must meet DESE certification requirements and the Coordinating Board for Higher Education’s Requirements.
For dual enrollment courses, the college/university professor must be qualified under Higher Education guidelines, but might not be under DESE certification requirements.

High school instructors of dual credit courses are adjunct instructors of the partnering institution. As such, high school instructors must meet the requirements for faculty teaching in institutions of higher education, as stipulated for accreditation by the Higher Learning Commission. Dual credit instructors must possess an academic degree relevant to what they are teaching and at least one level above the level at which they teach, except in programs for terminal degrees for which they must possess the same level of degree. Instructors using credentials for qualification with a master’s level degree in a discipline or subfield other than that in which he/she is teaching must have completed a minimum of 18 graduate credit hours in the discipline in which he/she is teaching. 

Institutions may, at their discretion, employ as a CTE dual credit instructor an individual with superior knowledge and tested experience in the discipline in which he/she is teaching, with knowledge and experience measurable through means such as documented experience working in the field, industry certification and years of experience in the field, documented recognition of excellence in teaching in the discipline, expertise validated through publications or wide critical and public acclaim, or through a nationally recognized rating of proficiency. 

New dual credit instructors must participate in orientation activities provided by the dual credit provider institution and/or academic department. In order to assure comparability of the dual credit course with the corresponding college course and to foster collaboration between high school instructors and college faculty, academic departments at the institution must provide instructors of dual credit courses with support services. These include, but are not limited to, opportunities for dual credit instructors to discuss concerns and to share information with each other and with the institution of higher education, access to appropriate professional development opportunities, and mentoring offered either exclusively to dual credit instructors or to both campus-based faculty and dual credit instructors.

The chief academic officer of the postsecondary institution is responsible for involving full time faculty in the appropriate academic department in the selection and evaluation of all dual credit instructors. Dual credit instructors are evaluated regularly in accordance with established institutional policies and procedures. Regular on-site course evaluations at the high school should occur once a year for the first two years for new instructors. For all instructors, evaluations should occur a minimum of once every two years. Annual reports of student performance and feedback should also be utilized and analyzed with respect to the continuation of the dual credit instructor.

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. In general, comparability between the dual credit course taught in the high school and the corresponding course taught on the college campus should be demonstrated by using the same methods of assessment or identical testing procedures, and by employing the same means of evaluation, which will be supervised by the appropriate faculty on the college campus.

In atypical cases, when different tests are constructed and the high school teacher performs independent evaluations, the institution must demonstrate the comparability of dual credit courses and ensure a common standard of grading. The use of nationally-normed instruments is recommended when the substance of the nationally-normed test is consistent with the course's learning objectives. Locally developed assessments must be administered to both on-campus and dual credit students in order to provide appropriate data to demonstrate comparability. Nonetheless, any specialized assessment of dual credit courses must emulate the on-campus institutional assessment plan required by the Higher Learning Commission, including the identification of the general education learning objectives and outcomes. 
 

Citations: Sections 7.0 of CBHE Dual Credit Policy, June 3, 2015

Course quality component Yes. Dual credit courses, including course content and course requirements, offered in high schools must duplicate the identical course offerings delivered on campus to matriculated students. On-campus college faculty must ensure that each dual credit course has the same level of academic rigor and comparable standards of evaluation as that of its campus-based equivalent. Institutions must ensure that dual credit assignments and grading criteria are identical to, or are of comparable design, quality, and rigor to the equivalent campus-based course. Elements of the dual credit course to be approved by the on-campus college faculty in the appropriate academic discipline include the syllabus, textbook(s), teaching methodology, and student assessment strategies. Dual credit courses must be approved for dual credit status by the institution of higher education, and the credit awarded must be deemed acceptable in transfer by the faculty of the appropriate academic department (unit) of the college. Institutions of higher education should facilitate frequent, consistent, and timely communication with the high schools in which they provide dual credit courses. That communication should address, among other items, compliance with statewide dual credit policy, and identification and resolution of problems that occur.

Dual credit classes serving a mixed population of dual credit and non-dual credit students must show evidence of collegiate level expectations for all students in the course. 

Dual credit providers should compare the dual credit course to assessments of student learning outcomes in similar courses taught on-campus. 

The CBHE Dual Credit Policy is aligned with National Alliance of Concurrent Enrollment Programs (NACEP) and Higher Learning Commission (HLC) standards. Institutions offering dual credit programs are highly encouraged to demonstrate compliance with this policy through obtaining NACEP accreditation. For any institution that chooses not to obtain NACEP accreditation, the MDHE in consultation with the Early College Advisory Board, will appoint a committee to review and assess the integrity and quality of the dual credit program. The institution is responsible for all reasonable expenses associated with such a review. Dual credit providers must provide evidence to the review committee that demonstrates compliance with the guidelines in this policy. The review committee must report its findings to the MDHE.

Citations: CBHE Dual Credit Policy, June 3, 2015, Sections 5.0, 8.0

Program reporting requirement Yes, for dual credit. All institutions providing dual credit courses must submit the required files, data, and information files to the Missouri Department of Higher Education, following its prescribed data definitions and reporting dates. Precise reporting instruments, methods, and processes will be developed in collaboration with institutions. The CBHE must annually transmit an analysis of data to appropriate state level bodies. Precise data needed are determined by an appropriate body and/or discussions with institutions.
 

Citations: CBHE Dual Credit Policy, June 3, 2015, secs. 10.5 and 10.6

Program evaluation component Yes, for courses offered in high schools (dual credit courses). Institutions of higher education should facilitate frequent, consistent, and timely communication with the high schools in which they provide dual credit courses. Communication should address, among other matters, evaluation of each dual credit course. In addition, 2015 revisions to the Dual Credit Policy direct the Department of Higher Education, in consultation with dual credit providers, to establish an Early College Advisory Board to assist the department in monitoring dual credit providers and assuring the quality and integrity of dual credit programs.

All institutions of higher education in the state offering dual credit programs must ensure the quality of those programs. Any dual credit provider wishing to be listed as an “approved” dual credit provider by the Missouri Department of Higher Education must demonstrate compliance with this policy.

The MDHE, in consultation with dual credit providers, is required to establish an Early College Advisory Board to assist the department in monitoring dual credit providers and assuring the quality and integrity of dual credit programs.

The Missouri Coordinating Board guidelines have been aligned with standards established by the National Alliance of Concurrent Enrollment Programs (NACEP) and the Higher Learning Commission (HLC). It is highly encouraged that institutions offering dual credit programs demonstrate compliance through obtaining NACEP accreditation. For any institution that chooses not to obtain NACEP accreditation, the MDHE in consultation with the Early College Advisory Board, will appoint a committee to review and assess the integrity and quality of the dual credit program. The institution is responsible for all reasonable expenses associated with such a review. Dual credit providers must provide evidence to the review committee that demonstrates compliance with the guidelines in this policy.

Citations: CBHE Dual Credit Policy, June 3, 2015, sections 2.0, 5.4, 10.0

Transferability
Public postsecondary institutions required to accept credits Yes. Credits earned by students in dual credit courses that meet guidelines set forth in the Coordinating Board for Higher Education (CBHE) Dual Credit Policy fall under the same CBHE guidelines as that for credit in college courses subject to transfer between public and independent institutions in the state of Missouri. College credit earned through dual credit courses offered in high schools must be applicable toward associate and/or baccalaureate degree requirements and be eligible for transfer. All students’ rights and responsibilities as outlined in CBHE’s Credit Transfer Guidelines apply.

Citations: CBHE Dual Credit Policy, June 3, 2015, sec. 9.1


Montana
Program Basics
Statewide policy in place Yes
Definition or title of program Dual Enrollment is the program name used in practice throughout the state and covers all modes (concurrent enrollment and early college) that allow high school students to take college courses prior to high school graduation through the units of the Montana University System, and through participating Tribal, Community, and non-public colleges in the state.  

Running Start is the name for dual enrollment established in policy. 

Concurrent Enrollment allows qualified high school or college faculty to teach college courses in a high school (high school instructor must meet Board of Regents Policy 730.1, college faculty must possess Class 1, 2, 4, or 8 educator license through Office of Public Instruction).

Early College (not the early college high school model) allows high school students to take courses at a college campus or online through a college for dual credit or college credit only (depending on faculty qualifications and interlocal agreement with high school). The Montana University System Operational Guidelines for Dual Enrollment and Other Post Secondary Educational Opportunities provides for the structure, function, and management of MUS dual enrollment programs, thus augmenting the Running Start policy.

Citations: Mont. Admin. R 10.55.602​(13) Mont. Code Ann. § 20-9-706 Dual Enrollment Guidelines and response from MT to MT profile

Where courses provided
  • At high school (Concurrent Enrollment)
  • At postsecondary institution (Early College)

Citations: Concurrent Enrollment: Mont.Admin.R. 10.55.602(13)(c)
At PSI: Mont. Code Ann. 20-3-324(28), Mont.Admin.R. 10.55.602(13)(b)

Postsecondary and/or secondary credit earned Concurrent Enrollment: Both

Early College:
Either dual credit or college credit, depending on the qualifications of the instructor and the interlocal agreement (high school has final say on acceptance of credit)

Citations: Dual Enrollment: Mont. Code Ann. § 20-9-706(4); Concurrent Enrollment: Mont. Admin. R. 10.55.602(13)(c) Early College: MUS Operational Guidelines for Dual Enrollment and Other Post Secondary Educational Opportunities

Students may take developmental/remedial courses through dual enrollment program No

Citations: Montana University System Operational Guidelines for Dual Enrollment and Other Post Secondary Educational Opportunities

CTE component Yes. Since 2014 the Montana University System has focused on improving the work-force alignment of dual enrollment offerings system wide and state wide. The Montana University System’s dual enrollment program has driven growth in concurrent enrollment offerings in CTE areas that are well aligned with skilled labor gaps in the state.

Citations: Board of Regents Policies and Procedures, Policy 272

Unique characteristics Management: The Montana University System’s Office of the Commissioner of Higher Education (OCHE) houses a "State Dual Enrollment Director" position with audit, oversight and program management authority for all MUS dual enrollment programs. OCHE provides in person professional development and training for campus dual enrollment staff twice annually and system dual enrollment staff participate in bi-weekly program conference calls. The high level of statewide coordination and alignment is an MUS priority. 

Constraints on dual credit: In Montana any college course completed by a high school dual enrollment student is not automatically accepted for dual credit by the high school. College faculty instructing high school students must possess a Montana educator license (Class 1, 2, 4, or 8). The Class 8 Alternative License is specific to college faculty instructing college courses that a student may request for high school credit (dual credit).

Class 8 Alternative License: If faculty of a postsecondary institution is teaching a course for which students will receive high school and postsecondary credit, the faculty member must hold a Class 8 dual credit license, unless already licensed or eligible for licensure as a Class 1, 2 or 4 and properly endorsed. The licensure is valid for five years. Faculty must apply to the Office of Public Instruction for a Class 8 alternative license. The application requires verification of faculty employment from the Chief Academic Officer or an appropriate official of the employing regionally accredited college or university; compliance with all other nonacademic requirements for licensure; and completion of application materials demonstrating:
  • The applicant plans to teach in a subject covered by the K-12 endorsement areas identified in regulation, and will teach a subject area in which the applicant has a major or minor; and
  • The applicant demonstrates adequate education and experience to instruct dual enrollment courses as demonstrated by:
    • Ability to create learning environments that support creativity, critical thinking, individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation
    • Understanding and ability to use a variety of instructional and assessment strategies to encourage learners to develop understanding of content areas and to build skills to apply knowledge in meaningful ways; and
    • Understanding of individual differences and diverse cultures with an ability to integrate history, culture, heritage and contemporary status of American Indians and tribes in Montana.

Citations: https://opi.mt.gov/Class8DualCredit and response from MT to MT profile.

Access
Offering mandatory or voluntary Voluntary
College partners can be 2-year/4-year/both Both, but primarily 2-year. Tribal colleges may also participate.

Montana’s two-year and community colleges are the campuses authorized by the Montana Board of Regents of Higher Education to provide dual enrollment opportunities. The state’s three private colleges often have their own modest programs.

Citations: Running Start: Mont. Code Ann. 20-9-706(1) and Montana University System Operational Guidelines for Dual Enrollment and Other Post Secondary Educational Opportunities 

Student eligibility requirements To enroll in any Dual Enrollment Course, including Early College or Concurrent Enrollment:
  • Students in grades 11-12
  • Same placement exam scores in math and writing and course pre-requisites required of standard college students
  • Student must have successfully completed the required high school classes at that grade level and be on track for high school graduation within a four-year construct.

Citations: Mont. Code Ann. § 20-9-706, Montana University System Operational Guidelines for Dual Enrollment and Other Post Secondary Educational Opportunities 

Cap on number of credits students may earn Not set in state policy
Students/parents must be notified of dual enrollment opportunities No
Counseling/advising is made available to students 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.

Citations: Montana University System Operational Guidelines for Dual Enrollment and Other Post Secondary Educational Opportunities

Finance
Who is primarily responsible for paying tuition Combination of state and student/parent. In fall 2018, the Montana University System launched One-Two-Free, an initiative under which students who meet dual enrollment eligibility requirements may enroll in two tuition-free dual enrollment courses at a participating Montana University System college. Once a student has completed courses made available at no tuition cost through One-Two-Free, the student/parent pays the course tuition, unless another arrangement is made between the school board, a private foundation, grants, or other sources. Currently, GEAR UP districts provide tuition support (often full) to dual enrollment students. Some TRiO programs in the state have similar support programs in place. All Montana University System Colleges have a common tuition approach for dually enrolled students, established by a Directive from Montana’s Commissioner of Higher Education. After utilizing the free courses available via the One-Two-Free program, students pay 50% of the resident 2-year tuition rate with no mandatory and non-mandatory fees, except for course fees (where applicable).

Citations: Commissioner's Directive on Early College Student Tuition and Ineligibility for Board Designated Waivers

How state funds participating high schools Equal

Citations: Mont. Code Ann. 20-9-311(11)(e)

How state funds participating postsecondary institutions Equal
Ensuring Program Quality
Instructor qualifications component All programs: Yes. Specifically:

Concurrent Enrollment: High school concurrent enrollment instructors must be licensed secondary educators. Additionally, concurrent enrollment instructors must meet or exceed the minimum requirements for two-year institution adjunct faculty set forth in the Montana Board of Regents Policy 730.1. The postsecondary institution must verify educational attainment level and experience is appropriate for concurrent enrollment instructors to ensure compliance with Montana Board of Regents Policy 730.1. 

In addition, per the Montana University System Operational Guidelines for Dual Enrollment and Other Secondary-Postsecondary Credit Opportunities, all concurrent enrollment courses must meet the National Alliance of Concurrent Enrollment Partnerships (NACEP) accreditation standards.
 
Early College (on campus or online): If faculty of a postsecondary institution is teaching a course on campus or online for which students will receive high school and postsecondary credit, the faculty member must hold a Class 8 educator license (see unique characteristics), unless already licensed or eligible for licensure as a Class 1, 2 or 4 and properly endorsed. 

Class 4 Endorsements (career & technical): (1) Recognized occupations eligible for a Class 4 license must be evaluated on an annual basis by the Superintendent of Public Instruction. To obtain an endorsement on a Class 4 license, an applicant must provide verification of a minimum of 10,000 hours of documented, relevant work experience which may include apprenticeship training, documenting the knowledge and skills required in the specific trade in which they are to teach.

Citations: Montana Board of Regents Policy 730.1 Mont.Admin.R. 10.57.437-438; Mont. Admin. R. 10.57.412(10) Class 8: Mont. Admin. R. 10.57.421(1) & (3); Mont. Admin. R. 10.57.438 Montana University System Operational Guidelines for Dual Enrollment and Other Secondary-Postsecondary Credit Opportunities

Course quality component Yes. All concurrent enrollment courses (typically taught at the high school by an approved high school teacher or, less commonly, appropriately qualified college faculty member) must meet the National Alliance of Concurrent Enrollment Partnerships (NACEP) accreditation standards. 

Citations: Montana University System Operational Guidelines for Dual Enrollment and Other Secondary-Postsecondary Credit Opportunities

Program reporting requirement Yes. Reporting requirements are outlined in the Montana University System Operational Guidelines for Dual Enrollment and Other Post Secondary Educational Opportunities. 

Citations: Montana University System Operational Guidelines for Dual Enrollment and Other Post Secondary Educational Opportunities

Program evaluation component Yes. Program evaluation is discussed in the Montana University System Operational Guidelines for Dual Enrollment and Other Post Secondary Educational Opportunities and currently monitored by the Office of the Commissioner of Higher Education.

Citations: Montana University System Operational Guidelines for Dual Enrollment and Other Post Secondary Educational Opportunities

Transferability
Public postsecondary institutions required to accept credits Yes. The Montana University System has adopted Common Course Numbering. As such, all courses developed by a Montana University System campus will directly transfer on a one-to-one basis across the Montana University System.
 

Institutions may make exceptions to give credit. However, the chief academic officer, registrar, and admissions officer should review each case utilizing the following criteria: (a) There must be evidence that there is academic quality in the institution, both in the faculty and in program offering. (b) The student must earn at least a minimum 2.0 grade point average or its equivalent at the receiving institution.

Citations: Montana Board of Regents of Higher Education (MBRHE) Policy & Procedures 301.5


Nebraska
Program Basics
Statewide policy in place Yes
Definition or title of program For purposes of the Educational Service Units Act, a dual-enrollment course is defined as a course taught to students for credit at both a high school and a postsecondary educational institution. However, the Nebraska Dual Enrollment Standards, which serve as guidelines but do not have the force of law, mention dual credit (high school and college credit) and concurrent enrolled students (college credit only).

Unless otherwise indicated, all provisions in this profile refer to dual enrollment/dual credit.

Citations: Neb. Rev. Stat. § 79-1201.01(2)

Where courses provided
  • Not specified
  • Virtual program. For purposes of the Educational Service Units Act, a distance education course includes a dual-enrollment course with at least one student who is in a different location than the teacher and taught by a high school or postsecondary instructor using either two-way interactive video or the Internet without two-way interactive video.

Citations: Neb. Rev. Stat. § 79-1201.01(1)

Postsecondary and/or secondary credit earned Not specified. Courses led by high school instructors holding the Postsecondary Teaching Permit are for high school and college credit. However, the Nebraska Dual Enrollment Standards, which serve as guidelines but do not have the force of law, mention dual credit (high school and college credit) and concurrent enrolled students (college credit only).

Citations: Neb. Admin. Code Tit. 92, Ch. 21, § 005.20, Comprehensive Statewide Plan for Postsecondary Education​

Students may take developmental/remedial courses through dual enrollment program Not set in state policy
CTE component Not set in state policy
Unique characteristics One of the statutory duties of the Coordinating Commission for Postsecondary Education is to encourage the interaction of public institutions with K-12 schools to facilitate joint planning initiatives on matters such as class or credit agreements for high school students enrolling in college-level programs.

The Nebraska Dual Enrollment Standards, which serve as guidelines but do not have force of law, direct districts and institutions to "work together to ensure broad access to dual enrollment courses for all students, irrespective of the students’ financial resources. Postsecondary education institutions are encouraged to offer tuition remissions or find other means of support for eligible students qualifying for free or reduced lunches or otherwise demonstrating financial need. "School districts that receive state aid related in part to significant numbers of students challenged by poverty or English language limitations should consider using such aid or finding other means of support to fund the tuition expenses of eligible students who would not otherwise be able to enroll in dual enrollment courses."

Citations: Neb. Rev. Stat. § 85-1410(3)

Access
Offering mandatory or voluntary Voluntary
College partners can be 2-year/4-year/both Both. Nonprofit private postsecondary educational institutions may also offer distance education dual enrollment courses.
Student eligibility requirements Not specified

However, the Nebraska Dual Enrollment Standards, which serve as guidelines but do not have the force of law, provide:

"Eligible students will typically:
  • Have attained a GPA of 3.0 or better; or
  • Earned an ACT composite score of at least 20 or an equivalent score on another valid assessment; or
  • Earned an ACT sub-score of at least 20 or equivalent on another valid assessment relevant to the offered dual enrollment course or courses; or
  • Rank in the upper one-half of their high school class; or
  • Demonstrate through some alternative means the capacity for academic success in the desired course or courses. (Examples include student portfolios, letters of recommendations, and student performances/exhibitions.)" 
Cap on number of credits students may earn Not set in state policy
Students/parents must be notified of dual enrollment opportunities No
Counseling/advising is made available to students 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."

Citations: Link

Finance
Who is primarily responsible for paying tuition Not set in state policy

The Access College Early Scholarship Program (ACE) provides low-income students with financial assistance for courses taken in high school for postsecondary credit. A "career program of study" is defined as a sequence of at least three high school courses that:
  • may include dual-credit or college credit courses
  • are part of a career pathway program of study aligned with State Department of Education rules and regulations, (ii) a professional certification requirement, or (iii) the requirements for a postsecondary certification or diploma, and
  • have at least one local member of business or industry partnering as an official advisor to the program.
Access College Early Scholarship Program applications must be prioritized for students whose parents meet certain criteria of need or who have experienced extreme hardship. State law permits non-high-need students pursuing a career plan of study to be considered for awards if funds are available after applications have been fulfilled for high-need students. Under these provisions, non-high-need students may request assistance to cover the cost of tuition and fees for a course that is part of a career plan of study, up to $250 per term, and the student's family has an annual household income at or below 200% of the federal poverty level.

In addition, the Nebraska Dual Enrollment Standards, which serve as guidelines but do not have the force of law, provide: "School districts and postsecondary education institutions should work together to ensure broad access to dual enrollment courses for all students, irrespective of the students’ financial resources. Postsecondary education institutions are encouraged to offer tuition remissions or find other means of support for eligible students qualifying for free or reduced lunches or otherwise demonstrating financial need.

"School districts that receive state aid related in part to significant numbers of students challenged by poverty or English language limitations should consider using such aid or finding other means of support to fund the tuition expenses of eligible students who would not otherwise be able to enroll in dual enrollment courses." 

Citations: Neb. Rev. Stat. § 85-2103; 85–2102(1); 85–2104

How state funds participating high schools Equal
How state funds participating postsecondary institutions Equal
Ensuring Program Quality
Instructor qualifications component Yes. A Postsecondary teaching permit is valid only for teaching courses for college credit offered by a Nebraska postsecondary educational entity that have also been approved for high school credit in Nebraska school systems requesting the delivery of such courses and only in the applicant's postsecondary subject area. Postsecondary institutions request the permit on behalf of the applicant and must verify that the applicant meets the institution’s educational requirements to be employed by the institution as a teacher. The institution must also verify that the applicant is employed by the institution to teach college courses to high school students. The Postsecondary teaching permit expires August 31 in the third year following the year of issuance. Each applicant for a Postsecondary teaching permit must fulfill the requirements in Sections 005.01A through 005.01H of regulation, and be eligible to teach courses for college credit offered by a Nebraska postsecondary educational entity that have also been approved for high school credit in Nebraska school systems requesting the delivery of such courses as documented by the Nebraska postsecondary educational entity. Regulations also provide renewal requirements for a Postsecondary Teaching Permit.

In addition, the Nebraska Dual Enrollment Standards, which serve as guidelines but do not have force of law, specify for faculty:
  • Instructors meet approved requirements for teaching at the department/college level and must hold a master's degree. Instructors have the mutual support of the district and postsecondary partner.
  • High school and postsecondary faculty must receive appropriate orientation and training (e.g., curriculum, assessment, policies, and procedures).
  • Collaboration between high school and postsecondary faculty is encouraged and faculty development is available where appropriate.
  • High school and postsecondary faculty maintain contact throughout the program. In some instances, this contact is facilitated by technology.
The standards provide these guidelines may be waived in special circumstances by the appropriate secondary and postsecondary officials. 

Citations: Neb. Admin. R. & Regs. Tit. 92, Ch. 21, § 005.18
Comprehensive Statewide Plan for Postsecondary Education

Course quality component Yes. The Nebraska Dual Enrollment Standards, which serve as guidelines but do not have force of law, specify for curriculum: 
  • Courses must reflect college-level experiences and rigor as well as district and state standards and practices. 
  • Course outlines or syllabi (including at minimum a description of content, teaching strategies, performance measures, grading standards, resource materials, objectives/outcomes, and course calendar) utilized in the program meet district(s), state, and college/university standards.
As for assessment, the standards provide: 
  • Assessment policies and procedures are consistent with district and college/university practice. 
  • Postsecondary partners include valid student and faculty assessment measures that are consistent with the typical assessment measures of the university or college. 
  • Curricula should progress logically and neatly with greater complexity and depth as students pass from secondary to postsecondary education. Therefore, jointly developed assessment policies and procedures of K-12 schools and postsecondary education institutions should be designed to align dual enrollment curricula with state course content standards. Additional statewide cooperative work is needed to accomplish this objective.
Program reporting requirement Not set in state policy
Program evaluation component Not set in state policy. However, the Nebraska Dual Enrollment Standards, which serve as guidelines but do not have force of law, specify that:
  • The district(s) and postsecondary institution should annually review the program.
  • 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).
Transferability
Public postsecondary institutions required to accept credits No

Nevada
Program Basics
Statewide policy in place Yes
Definition or title of program No title. Students in grades 11 and 12 who complete a course at a community college or university must be allowed to apply the credit toward completion of high school graduation requirements.

Citations: N.R.S. 389.160

Where courses provided
  • At postsecondary institution
  • Virtual program
Postsecondary and/or secondary credit earned Both. However, postsecondary credit is required to be applied only at the institution that provided the course.

State law provides that a pupil enrolled in high school may earn college credit for a dual credit course taken in high school and apply the credit received for such a course to the total number of credits required for graduation from his or her high school. Each school district and charter school is required to enter into cooperative agreements with one or more community colleges , state colleges and universities to offer dual credit courses to pupils enrolled in the school district or charter school. Such agreements must include:
(a) Provisions specifying the amount of credit to be awarded for the successful completion of the dual credit course;
(b) A requirement that any credits earned by a pupil for the successful completion of a dual credit course must be applied toward earning a credential, certificate or degree, as applicable, at the community college, state college or university that provides the dual credit course.

Citations: Nev. Rev. Stat. Ann. § 389.310 

Students may take developmental/remedial courses through dual enrollment program Yes. The Board of Regents handbook authorizes Nevada System of Higher Education (NHSE) institutions to enter into agreements ?with school districts to provide college readiness programs, including remedial and 100-level courses at a registration fee appropriate to cover at least the costs of the program, including but not limited to the instructor’s salary, supplies and equipment needed, and appropriate overhead costs. The registration fee must be approved by the President. Institutions must report annually to the Board on the programs offered, the number of high school students served, and the approved registration fees charged. 

Citations: Board of Regents Handbook, Title 4, Chapter 16, Section 2, (2) 

CTE component Yes. A student who successfully completes a program of workforce development that is provided by an institution within the Nevada System of Higher Education or a private postsecondary educational institution must be allowed to apply the credit received for the completion of the program toward the total number of credits required for a related credential, certificate or degree from that institution.

Citations: Nev. Rev. Stat. Ann. 231.1475

Unique characteristics

If an academic plan for a pupil includes enrollment in a dual credit course, the plan must address how the dual credit course will enable the pupil to achieve his or her postgraduation goals.

Each cooperative agreement must include a requirement that the school district or charter school assign a unique identification number to each pupil who is enrolled in the dual credit course and a requirement that the community college, state college or university that provides the dual credit course retain the unique identification number assigned to each pupil.

A student enrolled in a program to complete an adult standard diploma may also apply postsecondary credits toward receipt of an adult standard diploma. Homeschooled students may enroll subject to case-by-case approvals by institution officials.

Citations: Nev. Rev. Stat. § 388.205 (5) Nev. Rev. Stat. § 389.160-4(e)(f) Board of Regents Handbook, Title 4, Chapter 16, Section 8, paragraph 4

Access
Offering mandatory or voluntary Mandatory. Requires that NSHE institutions work collaboratively and authorize entry into agreements or partnerships with school districts, public and private high schools, and charter schools to provide early and/or dual enrollment opportunities, including, but not limited to “Jump Start” programs. This does not preclude NSHE institutions from working collaboratively with school districts, local public and private high schools or charter schools to develop high school courses designed to prepare high school students for post-secondary education. Examples of such collaboration include the program under which UNR and TMCC are currently partnering with the Washoe County School District to offer Math 95 and 96 to high school students.

Citations: Nevada System of Higher Education, Title 4 - Codification of Board Policy Statements, Chapter 16, Sec. 2

College partners can be 2-year/4-year/both Both

Citations: Nev. Rev. Stat. Ann. § 389.160

Student eligibility requirements
  • Student enrolled in high school (grades 9-12), including charter high schools 
  • A pupil who wishes to enroll in a dual credit course must: 
    - Apply to the superintendent of the school district or his or her designee or the administrator of the charter school in which the pupil is enrolled;
    - Satisfactorily complete the prerequisites for the course before enrolling in the course. If a pupil does not satisfactorily complete the prerequisites for a dual credit course, the community college, state college or university that provides the dual credit course may allow the pupil to enroll in another course for which the pupil has satisfactorily completed the prerequisites without requiring the pupil to submit a new application.

  • Submit an application at least 60 days before the last day of the semester that immediately precedes the semester in which the pupil intends to enroll in a dual credit course. The time period may be waived by the superintendent or his or her designee or the administrator of a charter school.
  • Meet entrance requirements set by postsecondary institution. Each college must establish procedures and requirements for admission of students without a high school diploma. Each college or university may establish performance or testing standards to determine readiness for enrollment or admission when other admission or enrollment criteria are not met.

The board of trustees of a school district or the governing body of a charter school must create, publish and make publicly available an application for enrollment in a dual credit course. Such an application must:

(a) Provide for enrollment in more than one dual credit course using a single application;

(b) Specify the dual credit course or courses in which the applicant seeks to concurrently enroll; and

(c) Be consistent with any regulations adopted by the State Board.

Citations: Nev. Rev. Stat. Ann. 389.160-3 Board of Regents Handbook, Title 4, Chapter 16, Section 8, paragraphs 1, 3, 5

Cap on number of credits students may earn State law prohibits the State Board from unreasonably limiting the number of classes for which a student can receive credit.

Citations: Nev. Rev. Stat. Ann. § 389.160(3)

Students/parents must be notified of dual enrollment opportunities Yes. State law requires the board of trustees of each school district to provide written notice identifying all the advanced placement courses, honors courses, international baccalaureate courses, dual credit courses, special education services, gifted and talented programs and any other educational programs available to pupils enrolled in the school district, including, including without limitation, dual credit courses, offered by charter schools within the school district.

The notice must (a) Specify where those courses, services and programs are available within the school district; (b) Identify the grade level of pupils for which those courses, services and programs are available; and (c) Be posted on the Internet website maintained by the school district.
 

Citations: Nev. Rev. Stat. Ann. § 392.018

Counseling/advising is made available to students Not set in state policy
Finance
Who is primarily responsible for paying tuition Generally: Student/parent.

Dual credit cooperative agreements must include an explanation of the manner in which the tuition for each dual credit course will be paid. Such agreements must include an explanation of the manner in which the tuition for the dual credit course will be paid, including whether:

(1) The school district or charter school will pay all or a portion of the tuition for the dual credit course;
(2) A pupil is responsible for paying all or a portion of the tuition for the dual credit course;
(3) Grants from the Department are available and will be applied to pay all or a portion of the tuition for the dual credit course; and
(4) Any other funding source, including federal funding sources or sources from private entities, will be applied by the school district or charter school to pay all or a portion of the tuition for the dual credit course;

NSHE institutions may offer programs and courses, including but not limited to distance education and early and/or dual enrollment courses/programs, to high school students at a registration fee appropriate to cover at least the costs of the course or program, including but not limited to the instructor’s salary, supplies and equipment needed, and appropriate overhead costs. The registration fee must be approved by the President. Institutions must report biennially to the Board on the programs offered, the number of high school students served, and the approved registration fees charged.

Citations: Nev. Rev. Stat. Ann. § 389.310 Board of Regents Handbook, Title 4, Chapter 16, Section 2(3)

How state funds participating high schools Not defined
How state funds participating postsecondary institutions Not defined
Ensuring Program Quality
Instructor qualifications component Not set in state policy. In practice, postsecondary faculty primarily teach dual enrollment courses.
Course quality component Not set in state policy. In practice, postsecondary faculty primarily teach dual enrollment courses.
Program reporting requirement Not set in state policy
Program evaluation component Not set in state policy
Transferability
Public postsecondary institutions required to accept credits Yes. However, only when the institution provided the dual enrollment course.

New Hampshire
Program Basics
Statewide policy in place Yes

Citations: N.H. Rev. Stat. Ann. §188-E:26

Definition or title of program "Concurrent enrollment" means courses taught at the high school by high school teachers approved by the community college system of New Hampshire (CCSNH) in which high school students earn both high school and college or university credit while students are still attending high school or a career technical education center. 

"Dual enrollment" means college courses taught on college campuses by instructors from the community college system of New Hampshire (CCSNH) in which high school students earn college credit while students are still enrolled in high school or a career technical education center.

Citations: N.H. Rev. Stat. Ann. §188-E:25

Where courses provided High school, career technical education center, Community College System of New Hampshire (CCSNH) 

Citations: N.H. Rev. Stat. Ann. §188-E

Postsecondary and/or secondary credit earned High school, college or university 

Citations: N.H. Rev. Stat. Ann. §188-E:25

Students may take developmental/remedial courses through dual enrollment program Not set in state policy
CTE component Yes. Provides opportunities for qualified New Hampshire high school students to gain access and support for dual and concurrent enrollment in STEM (science, technology, engineering, and mathematics) and STEM-related courses that are fundamental for success in postsecondary education and to meet New Hampshire's emerging workforce needs.

Citations: N.H. Rev. Stat. Ann. §188-E:26

Unique characteristics None identified
Access
Offering mandatory or voluntary Mandatory to access STEM Scholarship. Each school board is required to develop and adopt a policy permitting students residing in the district who are in grade 11 or 12 to participate in the dual and concurrent enrollment program set out in statute.

Citations: N.H. Rev. Stat. Ann. §188-E:28

College partners can be 2-year/4-year/both 2-year

Citations: N.H. Rev. Stat. Ann. §188-E:25

Student eligibility requirements High school and career technical education center students in grades 11 and 12

Citations: N.H. Rev. Stat. Ann. §188-E:25

Cap on number of credits students may earn No. However, the state will pay for no more than two STEM or STEM related courses in grade 11 and two STEM or STEM related courses in grade 12. Students may take more than two courses per year at their own expense.

Citations: N.H. Rev. Stat. Ann. §188-E:27

Students/parents must be notified of dual enrollment opportunities Yes. Each high school is required to annually notify all high school students and their parents of dual and concurrent enrollment opportunities.

Citations: N.H. Rev. Stat. Ann. §188-E:27

Counseling/advising is made available to students Yes. Each high school is expected to provide a designated individual to serve as the point of contact on matters related to the program, including but not limited to, student counseling, support services, course scheduling, managing course forms and student registration, program evaluation, course transferability, and assisting with online courses.

Citations: N.H. Rev. Stat. Ann. §188-E:27

Finance
Who is primarily responsible for paying tuition The state pays up to $250 to the CCSNH institution where a high school or career and technical education student successfully completes an approved course and the CCSNH is required to accept such amount as full payment for course tuition.The state pays tuition for up to two STEM or STEM related courses in grade 11 and two STEM or STEM related courses in grade 12. Students are responsible for tuition if they exceed that number of courses per year.

Citations: N.H. Rev. Stat. Ann. §188-E:27

How state funds participating high schools Reduced funding for dual enrollment students
How state funds participating postsecondary institutions Equal
Ensuring Program Quality
Instructor qualifications component For "concurrent enrollment" courses taught at the high school by high school teachers, teachers must be approved by the community college system of New Hampshire (CCSNH).

For "dual enrollment" courses taught within CCSNH, college courses must be taught by instructors from the community college system of New Hampshire (CCSNH).

Citations: N.H. Rev. Stat. Ann. §188-E:25

Course quality component Yes. High school: Each school board policy is expected to, at a minimum, include compliance with measurable educational standards and criteria approved by the CCSNH and that meet the same standard of quality and rigor as courses offered on campus by the CCSNH. The policy must also comply with the standards for accreditation and program development established by the National Alliance for Concurrent Enrollment Partnerships. The policy is expected to include, but not be limited to, student eligibility criteria, standards for course content, standards for faculty approval, program coordination and communication requirements, tuition and fees, textbooks and materials, course grading policy, data collection, maintenance, and security, revenue and expenditure reporting, and process for renewal of the agreement. 

High school, career and technical education center and community college: The department of education and the CCSNH are required to develop and approve a model dual and concurrent enrollment agreement that shall be used by the CCSNH and the school board of a school district participating in the dual and concurrent enrollment agreement program. The model agreement must include standards established by the CCSNH, shall include elements, standards, and criteria that have been approved by the department of education and CCSNH, and must serve as the framework for the development, implementation, and administration of the dual and concurrent enrollment program in each school district by clearly defining the procedures related to concurrent and dual enrollment of high school students in college classes.

Citations: N.H. Rev. Stat. Ann. §188-E:28

Program reporting requirement Not set in state policy. However, the department is required to further develop guidelines for the program relating to reporting, accountability, and payment of available funds to the CCSNH.

Citations: N.H. Rev. Stat. Ann. §188-E:28

Program evaluation component Not set in state policy. However, the department is required to further develop guidelines for the program relating to reporting, accountability, and payment of available funds to the CCSNH.

Citations: N.H. Rev. Stat. Ann. §188-E:28

Transferability
Public postsecondary institutions required to accept credits No

New Jersey
Program Basics
Statewide policy in place Yes
Definition or title of program A Dual Enrollment agreement between a public institution of higher education and a school district delineates the dual enrollment program pursuant to which instruction is provided to high school students through courses offered by the institution of higher education on its campus or on the campus of the public high school for college credit or credit toward a career certificate.

Citations: N.J. Stat. § 18A:61C-10

Where courses provided
  • At high school
  • At postsecondary institution

Citations: N.J. Stat. § 18A:61C-10

Postsecondary and/or secondary credit earned Both

Citations: N.J. Admin. Code 6A:8–3.3(c)(2)

Students may take developmental/remedial courses through dual enrollment program Not set in state policy
CTE component Yes. By definition, a dual enrollment program provides college credit or credit toward a career certificate.

“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.

Citations: N.J. Stat. § 18A:61C-10(c) N.J. Admin. Code 6A:19-1.2

Unique characteristics None identified
Access
Offering mandatory or voluntary Voluntary. While all public institutions of higher education except Thomas Edison State College must enter into a dual enrollment agreement with at least one school district, a school district may but is not required to enter into a dual enrollment agreement with one or more public institutions of higher education. 

Regulation requires district boards of education to make reasonable efforts to increase the availability of college-level instruction for high school students via courses offered at institutions' campuses and in high schools. Regulation also requires district boards of education to establish a process to approve postsecondary learning opportunities that may consist of Advanced Placement (AP) courses, CLEP, or concurrent/dual enrollment at accredited higher education institutions.

Citations: N.J. Stat. § 18A:61C-10(a), (b); Correspondence with state contact, N.J. Admin. Code 6A:8–3.3(a), N.J. Admin. Code 6A:8–5.1(a)(2)(iii)

College partners can be 2-year/4-year/both Both

Citations: N.J. Stat. § 18A:61C-10

Student eligibility requirements
  • Not specified. A dual enrollment agreement between a school district and public institution of higher education must include a description of the student eligibility requirements for initial and continuing participation in  the dual enrollment program, including a provision ensuring an eligible student is not excluded from participation because of inability to pay.

Citations: N.J. Stat. § 18A:61C-10(d)(2); N.J. Admin. Code 6A:8–3.3(b)

Cap on number of credits students may earn Not set in state policy
Students/parents must be notified of dual enrollment opportunities No. Policy does not specify that all students/parents are notified, but does require a dual enrollment agreement between a school district and public postsecondary institution to include a description of the process by which a student and his parent are informed about opportunities for student participation in the dual enrollment program.

Citations: N.J. Stat. § 18A:61C-10(d)(5)

Counseling/advising is made available to students Not set in state policy
Finance
Who is primarily responsible for paying tuition Not set in state policy. However, a dual enrollment agreement between a school district and public postsecondary institution must include a provision ensuring an eligible student is not excluded from participation because of an inability to pay.

The governor's approved FY 2019 budget includes $1 million to support College Readiness Now (CRN) program grants for low-income students who are not college ready, through participation in Bridge courses; some participating community colleges will also offer the opportunity for CRN students to participate dual enrollment at no cost to the students.

Citations: N.J. Stat. § 18A:61C-10(d)(2) FY 2019 Budget Bill

How state funds participating high schools Not specified
How state funds participating postsecondary institutions Equal
Ensuring Program Quality
Instructor qualifications component Yes. District boards of education and partner colleges must also ensure that college courses for high school students are taught by college faculty with academic rank. Adjunct faculty and district staff with a minimum of a master's degree may also be included

In addition, the annual report submitted by the Commissioner of Education and the Secretary of Higher Education to the governor and legislature must include information on the rigor of the courses taken pursuant to dual enrollment programs.

Citations: N.J. Admin. Code 6A:8–3.3(c)(1), (d) N.J. Stat. § 18A:61C-12

Course quality component Yes. A dual enrollment agreement between a school district and public postsecondary institution must include a provision ensuring any dual enrollment course taught on the high school campus is equivalent in rigor to courses taught on the postsecondary institution's campus.

Citations: N.J. Stat. § 18A:61C-10(d)(4)

Program reporting requirement Yes. The Commissioner of Education and the Secretary of Higher Education must annually submit a joint report to the governor and legislature on dual enrollment programs in the state. The report must include: 
  • Information relating to the utilization of dual enrollment programs throughout the state, including information on participating students' income level and location
  • Effect of dual enrollment on reducing average time-to-degree completion and increasing participating students' likelihood of college graduation
  • An analysis of the rigor of courses taken pursuant to dual enrollment programs
  • Recommendations for any suggested changes to the dual enrollment program.

Citations: N.J. Stat. § 18A:61C-12(3)

Program evaluation component Yes. The annual report submitted by the Commissioner of Education and the Secretary of Higher Education to the governor and legislature must include information on:
  • Effect of dual enrollment on reducing average time-to-degree completion and increasing participating students' likelihood of college graduation
  • An analysis of the rigor of courses taken pursuant to dual enrollment programs
  • Recommendations for any suggested changes to the dual enrollment program.

Citations: N.J. Stat. § 18A:61C-12

Transferability
Public postsecondary institutions required to accept credits No. While statute requires a public institution of higher education to accept the course credit of a student who successfully completes a dual enrollment course, policy is silent on how accepted credits should be applied.

Citations: N.J. Stat. § 18A:61C-11; N.J. Admin. Code 6A:8–3.3(a)


New Mexico
Program Basics
Statewide policy in place Yes
Definition or title of program Dual Credit
Where courses provided
  • At high school
  • At postsecondary institution
  • Virtual program. Regulation directs IDEAL-NM, a single central facility for statewide distance education services, to facilitate the delivery of online dual credit courses
  • Other. At "off-campus centers"

Citations: IDEAL-NM: N.M. Admin. Code 6.30.8.10(J)

Postsecondary and/or secondary credit earned Both
Students may take developmental/remedial courses through dual enrollment program No

Citations: N.M.Stat. Ann. § 21-1-1.2(A)(2); N.M. Admin. Code 6.30.8.7(J)

CTE component Yes. Students may take career-technical courses.
Unique characteristics  All high school graduates must complete one unit either as an Advanced Placement or honors course, a dual credit course, or a distance learning course.

Private school, home school and bureau of Indian education high school students may participate in dual credit courses. Tuition for these students is paid by the legislature in the same manner as it is for public school students.

District partners must provide appropriate accommodations and services for special education students while the students are enrolled in dual credit classes, including academic adjustments and auxiliary aids and services for eligible students across educational activities and settings (e.g. equipping school computers with screen-reading, voice recognition or other adaptive hardware or software and providing note-takers, recording devices, or sign language interpreters, or other adaptation as required by law). Districts must also inform students in need of accommodations or other arrangements of the need to speak directly with the disabilities coordinator at the postsecondary institution.

High school students must be allowed use of the postsecondary institution library, course-related labs and other instructional facilities, use of the postsecondary institution programs and services such as counseling, tutoring, advising, and special services for students with disabilities, and access to postsecondary institution personnel and resources as required.

The student's district, charter school, state-supported school or bureau of Indian education high school must pay for required textbooks and other course supplies through purchase agreements with the postsecondary institution/tribal college bookstore or through other cost-efficient methods. The student must return textbooks and unused course supplies to the district or K-12 school when the student completes or withdraws from the course. Postsecondary institutions must make every effort to adopt textbooks for at least three years.

The "dual credit council" is a six-member advisory group consisting of public education department and higher education department staff appointed by the cabinet secretaries of the higher education department and the public education department. The council issues recommendations to the cabinet secretaries of the public education and higher education departments on dual credit issues outside the scope of an LEA/institution's dual credit master agreement. Postsecondary institutions and LEAs have the right to appeal to the dual credit council on issues related to implementing the dual credit program, agreement, and rules.

Citations: par. 2: N.M. Stat. Ann. § 21-1-1.2(A)(4) par. 3, 4: N.M. Admin. Code 6.30.7.8(H)(11), (12), (I)(10)(b)

Access
Offering mandatory or voluntary Mandatory

Citations: N.M. Stat. Ann. § 22-13-1.4(B)

College partners can be 2-year/4-year/both Both. Accredited tribal colleges may also participate.
Student eligibility requirements
  • Written approval/recommendation. From student’s school counselor, school principal or head administrator of the school the student primarily attends.
  • Meet entrance requirements set by postsecondary institution. Postsecondary institutions must provide course placement evaluation and consider a high school college readiness assessment to verify a student's academic skill level and ensure compliance with course prerequisites.
  • Other. Parental permission. Student must also be enrolled one-half or more of the minimum course requirements approved by the public education department for public school students (enrolled at least half-time in high school courses), or if student is enrolled in a bureau of Indian education-funded high school, private school or home school, be receiving at least one-half of the student's instruction at the student's high school. Students must also discuss potential dual credit courses with appropriate LEA and institutional staff (see "unique characteristics" for more details).
  • Not specified. The agreement between the district and postsecondary partner must specify the required academic standing of students eligible to participate in the dual credit program. LEAs must employ a method of qualifying students for dual credit participation based on factors which may include academic performance review, use of next step plan, assessments, advisement and career guidance, and recommend enrollment at the postsecondary institution with evidence that the student has the appropriate skills and maturity to benefit from dual credit instruction. Postsecondary institutions must employ a method of qualifying students for dual credit that demonstrates the student has the appropriate skills and maturity to benefit from the instruction requested. Students have the right to appeal to the LEA or postsecondary institution any decision regarding enrollment in the dual credit program. Postsecondary institutions and LEAs must have a student appeals process for student enrollment in dual credit programs (the decision of the institution or LEA to which the student appeals is final).
Cap on number of credits students may earn No. A high school student may enroll in as many college courses as he/she wishes during a fall, spring or summer semester, provided the student's schedule is at least half comprised of public education department (PED)-approved high school courses.
Students/parents must be notified of dual enrollment opportunities Yes. Local boards must ensure that students, in developing and updating next-step plans beginning in grade 8, are reasonably informed about curricular and course options, including dual credit and other advanced learning opportunities. One of the units each student must complete for high school graduation must be either a dual credit, Advanced Placement, or honors course, or distance learning course.

Citations: N.M. Stat. Ann. § 22–13–1.1(D)(1), (H)

Counseling/advising is made available to students 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.
Finance
Who is primarily responsible for paying tuition State. The higher education institution must waive tuition and general fees for dual credit students (students are responsible for course-specific fees, i.e., lab, computer fees). The funding formula in place to allocate funds to the public institutions of higher education bases the allocation on the number of credit hours completed and reported to the higher education department. There is a lag of a year or more because the funds are allocated during the January-February legislative session.

The tribal college dual credit program fund consists of legislative appropriations; grants, gifts, donations, and bequests for the dual credit program; and earnings on monies in the fund. Funds may be used only by the higher education department to compensate tribal colleges for tuition and fees waived to allow high school students to attend classes on the college campus or electronically. If sufficient appropriations are received, the tribal colleges will be fully reimbursed for all dual credit tuition and fees. If the legislative appropriation is inadequate to fully reimburse each of the tribal colleges for the full amount of the tuition and fees expended to provide dual credit, the department will offer the presidents of the tribal colleges or their designees the opportunity to select another method of reimbursement. In the event of an inadequate appropriation, the department will honor a fair and equitable alternative method of distribution of the reimbursement only if the method is agreed upon by all the tribal colleges pursuant to a memorandum of agreement. If the tribal colleges cannot agree unanimously upon a fair and equitable distribution of an inadequate appropriation for dual credit tuition and fees, the department will develop a formula that fairly distributes the appropriation. The department's formula will be distributed to the colleges for review and comment before any distribution is made. However, in the event of disagreement, the department's determination of a distribution method is the final determination. 

Citations: p1: N.M. Stat. Ann. 6.30.7.8 p2: statute, N.M. Admin. Code 5.55.2

How state funds participating high schools Equal
How state funds participating postsecondary institutions Equal
Ensuring Program Quality
Instructor qualifications component Yes. The postsecondary partner must approve faculty for all dual credit courses. Each high school offering dual credit courses must submit a signed uniform master agreement with a public postsecondary institution to the public education department. The agreement must specify eligible courses, academic quality of dual credit courses, course approval and course requirements.

College courses eligible for dual credit must meet the rigor for postsecondary institution credit and be congruent with the postsecondary institution's academic standards. Dual credit courses offered at high schools must conform to college academic standards. Course requirements for high school students enrolled in dual credit courses must be equal to those of regular college students.
Course quality component Yes. Each high school offering dual credit courses must submit a signed uniform master agreement with a public postsecondary institution to the public education department. The agreement must specify eligible courses, academic quality of dual credit courses, course approval and course requirements.

College courses eligible for dual credit must meet the rigor for postsecondary institution credit and be congruent with the postsecondary institution's academic standards. Dual credit courses offered at high schools must conform to college academic standards. Course requirements for high school students enrolled in dual credit courses must be equal to those of regular college students.
Program reporting requirement Yes. Districts must annually report to the public education department and postsecondary institutions must report to the higher education department:
  • The number of students enrolled in dual credit classes
  • The courses taken and
  • 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.
Program evaluation component 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
  • High schools, public postsecondary educational institutions, and tribal colleges.
Transferability
Public postsecondary institutions required to accept credits Yes. Any course in the general education core may be offered for dual credit. Dual credit courses in the general education core must be transferable to any institution, and must count as fulfilling a required lower-division course.

Citations: N.M. Stat. Ann. § 21–1B–3(E)


New York
Program Basics
Statewide policy in place No
Definition or title of program While there is no statewide policy in New York, dual enrollment is offered on an institutional basis.
Where courses provided Not specified
Postsecondary and/or secondary credit earned Not specified
Students may take developmental/remedial courses through dual enrollment program Not set in state policy
CTE component Not set in state policy
Unique characteristics None identified
Access
Offering mandatory or voluntary No state policy
College partners can be 2-year/4-year/both Not set in state policy
Student eligibility requirements
  • Not specified
Cap on number of credits students may earn Not set in state policy
Students/parents must be notified of dual enrollment opportunities No
Counseling/advising is made available to students Not set in state policy
Finance
Who is primarily responsible for paying tuition There is no formal dual enrollment policy, so tuition is the responsibility of the student/parent.
How state funds participating high schools Equal, with qualifications. If dual enrollment students attend their high school full-time, they are funded at the same level as traditional students. However, if they are absent during the school day to attend dual enrollment classes, they may be counted as part-time students.
How state funds participating postsecondary institutions Equal
Ensuring Program Quality
Instructor qualifications component Not set in state policy
Program reporting requirement Not set in state policy
Program evaluation component Not set in state policy
Transferability
Public postsecondary institutions required to accept credits Unclear

North Carolina
Program Basics
Statewide policy in place Yes
Definition or title of program The Career and College Promise program provides opportunities for students to pursue (1) a Career and Technical Education Pathway or a College Transfer Pathway.

The Career and Technical Pathway leads to a career technical education certificate, diploma, or State or industry-recognized credential and academic transition pathways in any of the designated, approved pathways.  

College Transfer Pathway, leading to a college transfer certificate requiring the successful completion of 30 semester hours of transfer courses, including English and math.

Citations: N.C. Gen. Stat. Ann. § 115D-20(4)(a)(2) and (3)

Where courses provided
  • At high school
  • At postsecondary institution
  • Virtual program

Citations: Career and College Promise Frequently Asked Questions (CCP Parent FAQs) 

Postsecondary and/or secondary credit earned Postsecondary credit. High school credit may be earned for some CTE and College Transfer courses.

Citations: Dual Credit Allowances for Career & College Promise

Students may take developmental/remedial courses through dual enrollment program No

Citations: Career and College Promise Operating Procedures, revised 2017 

CTE component Yes. The Career and College Promise program allows community colleges to offer a Career and Technical Education Pathway, State or industry-recognized credential and academic transition pathways leading to a certificate or diploma aligned with one or more high school Tech Prep Career Clusters.

Citations: N.C. Gen. Stat. Ann. § 115D-20(4)(a)(2)

Unique characteristics Home school and private school students may also participate.

Citations: Career and College Promise Frequently Asked Questions 

Access
Offering mandatory or voluntary Voluntary

Citations: N.C. Gen. Stat. Ann. § 115D-20(4)

College partners can be 2-year/4-year/both Both. Public four-year and private four-year institutions may participate in dual enrollment programs through Career College Promise Cooperative Innovative Programs that must be approved in advance by the general assembly.

Citations: Session Law 2011-145, Section 7.1A.(a), Career and College Promise, NC Student Success Center
Correspondence with state contact

Student eligibility requirements For College Transfer Pathways
  • Student in grades 11-12.
  • Minimum GPA. Minimum unweighted 2.8 GPA on high school courses OR
  • Meet entrance requirements set by postsecondary institutions. Demonstrate college readiness in English, reading and math on an assessment or placement test
For Career Technical Education Pathways students in grades 11-12:
  • Minimum GPA. Minimum unweighted 2.8 GPA on high school courses OR
  • Meet entrance requirements set by postsecondary institutions. Demonstrate college readiness in English, reading and math on an assessment or placement test OR
  • Have the recommendation of high school principal or designee and college chief academic officer or chief student development officer. Entrance with recommendation is restricted to CTE pathways that do not have any Universal General Education Transfer Component (UGETC) courses.
For Career Technical Education Pathways students in grade 9 and grade 10

Option 1:
  • Written approval/recommendation. From high school principal or designee.
    • Passed Math I with a "C" or better
    • Scored 3, 4, or 5 on EOC for Math I and
    • EOG score of 3, 4, or 5 for 8th Grade ELA Assessment
    •  Eligible to enroll in a CTE Pathway in Engineering, Industrial, Agriculture/Natural Resources, or Transportation Systems without UGETC (Universal General Education Component) Courses
Option 2:
  • Recommendation of the High School Principal or designee and
  • Demonstrate Readiness on Approved Assessments in English, Reading, and Math
  • Eligible to enroll in a CTE Pathway in Engineering, Industrial, Agriculture/Natural Resources, or Transportation Systems without UGETC (Universal General Education Component) Courses
To maintain eligibility, students in both pathways must continue to make progress toward high school graduation, and maintain a minimum 2.0 GPA in college coursework after completing two courses. A student in either pathway who falls below a 2.0 GPA after completing two college courses will be subject to the college's policy for satisfactory progress.

Citations: Career and College Promise Operating Procedures Update, March 2019

Cap on number of credits students may earn  No — student may enroll as part- or full-time student.
Students/parents must be notified of dual enrollment opportunities No
Counseling/advising is made available to students Not set in state policy. Advising is typically a joint effort between the high school and college.

Citations: Correspondence with NC Community Colleges

Finance
Who is primarily responsible for paying tuition State. The general assembly reimburses FTE costs to the community college system based on participation reports. All curriculum courses taken by Career and College Promise students at community colleges are tuition-waived except courses offered on a self-supporting basis.

Responsibility for textbook costs is locally determined. Textbook costs are the student's responsibility unless a student's high school, school district, or another organization covers these costs. Student fees (e.g., technology fees, insurance fees) are not waived for Career and College Promise students. However, school districts and community colleges should work together to determine whether and how student fees will be paid for participating students.

Citations: Correspondence with NC Community Colleges

How state funds participating high schools Equal

Citations: Career and College Promise Frequently Asked Questions

How state funds participating postsecondary institutions Equal

Citations: Session Law 2011-145, Section 7.1A.(e)

Ensuring Program Quality
Instructor qualifications component Yes. Most Career & College Promise courses are taught by community college faculty, either at the college campus or by traveling to the high school. Provisions allow high school instructors to teach a Career & College Promise course if the instructor meets SACS requisite qualifications for faculty credential requirements. All community college faculty are required to meet the faculty credential requirements of the Southern Association of Colleges and Schools for all community college programs.

Citations: N.C. Gen. Stat. § 115D-5(a)

Course quality component The College Transfer Pathway courses are required to be in in compliance with pathway curriculum standards, and colleges are required to utilize the College Transfer Pathways for college transfer pathway program(s) of study. In addition, the college must already have each particular subject pathway approval prior to offering a course.

For the Career and Technical Pathway:
  • The college must already have received State Board approval to offer the traditional program in order to file a request for a Career Technical Education pathway (i.e. the college must be approved for Welding in order to file a POS to offer a Welding CTE pathway.)
  • ?The college must utilize the current curriculum standard as the guideline for CTE Pathways.
  • The program of study must consist of specific course requirements and may not include elective options (pick lists) for students.
  • The CTE certificate program of study must include either a minimum of 12 semester hours credit derived from the core of the curriculum standard or consist of courses in a local traditional certificate as listed in the college's catalog. Local certificates may not include course pick lists.
  • Local certificates or diplomas submitted as CTE certificate pathways must include the following college comment: Courses included in this CTE program of study are offered inthe college’s traditional, local certificate as listed in the college catalog.
  • The college may submit more than one CTE certificate/diploma for a specific program in order to accommodate the needs of various high school districts. The college must file each as a separate certificate/diploma(s).

Citations: Comprehensive Articulation Agreement and High School to Community College Articulation Agreement

Program reporting requirement Yes. The Community Colleges System Office must report to the Joint Education Oversight Committee or, if the General Assembly is in session, to the House and Senate Education Committees no later than March 15 regarding the number and cost of high school FTE served as a result of the Career and College Promise program.

The State Board of Community Colleges, in conjunction with the State Board of Education and the Board of Governors of The University of North Carolina, shall evaluate the success of students participating in the Career and College Promise Program, including the College Transfer pathway and the Career and Technical Education pathway. Success shall be measured by high school retention rates, high school completion rates, high school dropout rates, certification and associate degree completion, admission to four-year institutions, postgraduation employment in career or study-related fields, and employer satisfaction of employees who participated in the programs. The Boards shall jointly report by March 15 of each year to the Joint Legislative Education Oversight Committee.shall evaluate the success of students participating in the Career and College Promise Program, including the College Transfer pathway and the Career and Technical Education pathway. Success shall be measured by high school retention rates, high school completion rates, high school dropout rates, certification and associate degree completion, admission to four-year institutions, postgraduation employment in career or study-related fields, and employer satisfaction of employees who participated in the programs. The Boards shall jointly report by March 15 of each year to the Joint Legislative Education Oversight Committee.

Citations: N.C. Gen. Stat. § 115D-5(x)

Program evaluation component 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.

the State Board of Community Colleges, in conjunction with the State Board of Education and the Board of Governors of The University of North Carolina, are required to evaluate the success of students participating in the Career and College Promise Program, including the College Transfer pathway and the Career and Technical Education pathway. Success is to be measured by high school retention rates, high school completion rates, high school dropout rates, certification and associate degree completion, admission to four-year institutions, postgraduation employment in career or study-related fields, and employer satisfaction of employees who participated in the programs. The Boards are required to jointly report by March 15 of each year to the Joint Legislative Education Oversight Committee.

Citations: 2011-145, Section 7.1A.(d) N.C. Gen. Stat. § 115D-5(x)

Transferability
Public postsecondary institutions required to accept credits Yes. North Carolina's Career & College Promise includes 7 transfer pathways:  
CCP AA Transfer Pathway (P1012C) - Fall 2019
CCP AS Transfer Pathway (P1042C) - Fall 2019
CCP AE Transfer Pathway (P1052C) - Fall 2016
CCP ADN Transfer Pathway (P1032C) - Summer 2017
CCP AFA - Visual Arts Transfer Pathway (P1062C) - Fall 2019
CCP AFA - Music Transfer Pathway (P1072C) - Fall 2019
CCP AFA - Theatre Transfer Pathway (P1082C) - Fall 2019

Citations: Session Law 2011-145, Section 7.1A.(i); Correspondence with NC Community Colleges


North Dakota
Program Basics
Statewide policy in place Yes
Definition or title of program Postsecondary Enrollment Options Program
Where courses provided
  • At high school
  • At postsecondary institution
  • Virtual program
  • Other. Interactive video network.

Citations: DPI Dual Credit Policy
 

Postsecondary and/or secondary credit earned Both

Citations: NDCC, 15.1-25-01

Students may take developmental/remedial courses through dual enrollment program Not set in state policy
CTE component 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.

Citations: NDCC, 15.1-25-01

Unique characteristics Nonpublic high schools may also participate in dual credit opportunities.

High school students enrolled in dual-credit college courses and seeking NDUS college credit regardless of class location are permitted to use the college/university’s resources, i.e., computer labs, library, etc., as any part-time student would.

Regulations task the school approval and accreditation unit in the department of public instruction with providing technical assistance on dual credit.

Counselors at participating high schools must be informed annually of the current/tuition fee amounts charged by their service-area NDUS schools.

To be eligible for a North Dakota Academic Scholarship, a student must complete either one-half unit of a specified curriculum through a dual enrollment course, or one unit through an Advanced Placement course, or a nonremedial postsecondary course through an early entrance program.

Citations: p2: State Board of Higher Ed Policies
p3: NDAC 67-01-01-01.1(3)(e)
p4: NDUS policies 402.3.2(I)(D)(2)(a)
p5: NDCC, 15.1-21-02.5(10)

Access
Offering mandatory or voluntary Voluntary. However, in order to be approved every public and nonpublic high school must make available at least one Advanced Placement or dual credit course.

Citations: NDCC, 15.1-21-02(1)(i)

College partners can be 2-year/4-year/both Both. Other postsecondary institutions accredited by a recognized regional or national accrediting organization are also eligible to participate.

Citations: NDCC, 15.1-25-01

Student eligibility requirements
  • Student in grades 10-12
  • Written approval/recommendation. From district superintendent
  • Meet entrance requirements set by postsecondary institution
  • Other. Parent permission

Citations: Grades 10-12: NDCC, 15.1-25-01 Written approval: NDCC, 15.1-25-02 Meet entrance requirements: DPI Dual Credit Policy, State Board of Higher Education Policies, section 403.5 Other: State Board of Higher Education Policies, section 402.3.2(I)(C)(1)

Cap on number of credits students may earn Not set in state policy

Citations: State Board of Higher Education Policies, section 402.3.2(I)(C)(2)(a)

Students/parents must be notified of dual enrollment opportunities No
Counseling/advising is made available to students Not set in state policy
Finance
Who is primarily responsible for paying tuition Student/parent.  Student or parent also responsible for all fees, textbooks, materials, equipment, and other necessary charges related to the course in which the student has enrolled.

Citations: NDCC, 15.1-25-03

How state funds participating high schools Equal

Citations: NDCC, 15.1-25-05

How state funds participating postsecondary institutions Equal
Ensuring Program Quality
Instructor qualifications component Yes. According to North Dakota University System (NDUS) procedures, "The college course section taught in the high school must meet the content and academic standards of the NDUS course sections taught on campus. ... To ensure that college course standards are adhered to, the NDUS college/university course syllabus will be provided to the [high school] instructor and be used as the criteria and model for all such dual-credit college courses taught in the high school. In most cases, this will mean the use of the same (or equivalent) text materials and similar evaluation criteria to include institutional exams if need be." The postsecondary institution must monitor the course, including by "using the sponsoring college/university student evaluation document and procedure in order to solicit student feed-back."

See also the "Instructor Approval" portion of the North Dakota University System Procedures 402.3.2, Delivery of Dual-Credit College Courses.

Citations: NDUS Procedures, 402.3.2 Delivery of Dual-Credit College Courses

Program reporting requirement No. However, each institution must maintain data on students attempting and earning articulation credits, by course and by student.

Citations: North Dakota State Board of Higher Education Policies, section 403.5

Program evaluation component Not set in state policy
Transferability
Public postsecondary institutions required to accept credits Yes. All dual-credit courses have equal transferability status within the North Dakota University System in accordance with the General Education Requirement Transfer Agreement (GERTA) and other transfer agreements.

Ohio
Program Basics
Statewide policy in place Yes
Definition or title of program College Credit Plus

Citations: R.C. § 3365.02

Where courses provided
  • At high school
  • At postsecondary institution
  • Virtual program. In addition to online and distance learning courses developed by individual institutions, the chancellor of higher education may determine the manner in which a course included in the department of higher education's clearinghouse of digital texts, interactive distance learning courses, and other distance learning courses may be offered as an advanced standing program (i.e., College Credit Plus, AP, IB, or early college high school).
  • Other. At a location other than the college campus operated by the college.

Citations: Virtual: R.C. § 3333.86, 3333.82(A) Sec. school, college or other location: R.C. § 3365.07

Postsecondary and/or secondary credit earned Not specified. Students elect at the time of course enrollment whether to take the course for college credit only, for high school credit only, or for high school and college credit.

A student not enrolled in the institution of higher education but who is in a College Credit Plus class must, along with his/her parents, receive written notice that student is not earning college credit and would likely be required to retake the course upon enrollment at an institution of higher education if college credit is desired.

Citations: para 1: R.C. § 3365.06(A)
para 2: ADC 3333-1-65.2(BA)(3)

Students may take developmental/remedial courses through dual enrollment program No

Citations: R.C. § 3365.02(A)

CTE component Yes. Each joint vocational school district must offer the College Credit Plus 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 advanced standing programs, such as the College Credit Plus program and state-approved career-technical courses offered through dual enrollment or statewide articulation, that appear on a student's college transcript issued by the institution of higher education from which the student earned the college credit.

Citations: para 1: R.C. § 3365.01(R) para 2: 3302.03(C)(2)(c)

Unique characteristics Nonpublic high schools and homeschooled students, including nonpublic and homeschooled students in grades 7-8, may participate in College Credit Plus. Each chartered nonpublic high school that elects not to participate in the College Credit Plus program must offer at least one other advanced standing program (i.e., Advanced Placement or International Baccalaureate diploma courses, or early college high school programs).  

An “eligible out-of-state college” is defined as any institution of higher education that is located outside of Ohio and is approved by the chancellor of higher education to participate in the College Credit Plus program. Approved out-of-state institutions are subject to the same requirements as a participating Ohio private college.

Each public secondary school must develop, in consultation with at least one partnering college, two model pathways for courses offered under the College Credit Plus program. One model pathway must be a 15-credit hour pathway and one must be a 30-credit hour pathway. Each pathway must include courses that all apply to at least one degree or professional certification offered at the college. The pathways may be organized by desired major or career path or may include various core courses required for a degree or professional certification by the college. The school must publish the pathways among the school's official list of course offerings from which a participant may select. No participant may be required to enroll only in courses in a model pathway; rather, the pathways must serve as samples of the courses a participant may take to earn multiple credits toward a specific degree or certification. 

Any public or participating nonpublic secondary school or any public or participating private college, including a secondary school and an associated college operating an early college high school program, may apply to the chancellor of higher education and the superintendent of public instruction for a waiver from the requirements of the College Credit Plus program. The chancellor and the superintendent may grant a waiver for an agreement governing an early college high school program or for a proposed agreement between a public or participating nonpublic secondary school and a public or participating private or out-of-state college, only if the agreement both includes innovative programming proposed to exclusively address the needs of underrepresented student subgroups, and meets all criteria set forth in rules adopted by the chancellor and the superintendent. Any waiver hereby granted applies only to the agreement for which the waiver is granted and does not apply to any other agreement that the school or college enters into.

During the period of an expulsion imposed by a public secondary school, a student is ineligible to apply to enroll in a college under the College Credit Plus program, unless the student is admitted to another public secondary or participating nonpublic secondary school. If a student is enrolled in a college under the College Credit Plus program when the student is expelled, the student's status for the remainder of the college term in which the expulsion is imposed must be determined. A student’s expulsion notice must indicate whether the school has adopted a policy to deny high school credit for College Credit Plus program courses taken during an expulsion. 

Upon a student's graduation from high school, participation in College Credit Plus does not affect the student's eligibility at any public college for scholarships or for other benefits or opportunities that are available to first-time college students and are awarded by that college, regardless of the number of credit hours that the student completed under the program. 

The chancellor of higher education must require all state institutions of higher education offering baccalaureate degrees, as a condition of reauthorization for certification of each baccalaureate program, to submit a statement describing how each major may be completed within three academic years. This statement may include any of several specified methods to contribute to earning a baccalaureate degree in three years, including College Credit Plus courses. Each state institution of higher education must provide the required statements for 60% of all baccalaureate degree programs the institution offers. Each state institution of higher education required to submit statements must post its three-year option on its website and also provide that information to the department of education. The department must distribute that information to the superintendent, high school principal, and guidance counselor, or equivalents, of each school district, community school (charter school), and STEM school. 

The state provides a set amount of funding to cover the cost of nonpublic school student participation in College Credit Plus. In distributing the state funding, the department of education processes nonpublic student applications in the following manner and order: grade 12 applications; grade 11 applications; grade 10 applications; grade 9 applications; grade 8 applications; and grade 7 applications. In this sequence, nonpublic applicants at each grade level have equal opportunity to participate with other nonpublic applicants at the same grade level.

An institution must give enrollment priority to its current students. However, once a participant has been accepted into a course, the college shall not displace the participant for another student, unless the student voluntarily drops the course or fails to meet student conduct rules established by the institution. The institution must also adhere to any capacity limitations that the college has established for specified courses.

2015 H.B. 64  (uncodified Section 369.600) directs the board of trustees of each state institution of higher education to develop and implement a plan to provide all in-state, undergraduate students the opportunity to reduce the student cost of earning a degree by 5%. The plan may include, but is not limited to, any of 11 components, including increased participation in the College Credit Plus program.

The purpose of the STEM Public-Private Partnership Pilot Program is to encourage public-private partnerships between high schools, colleges, and the community to provide high school students the opportunity to receive education and training in a targeted industry, as defined by JobsOhio, while earning high school and college credit for the course. The enabling legislation (2015 H.B. 64) directs the Chancellor of Higher Education to administer the program and select five partnerships, each to receive a $150,000 grant. Under the program, students, high schools, and colleges that participate must do so under the College Credit Plus program.

Regulations provide that an institution of higher education's failure to comply with College Credit Plus program requirements, including, but not limited to, reporting data, may result in the chancellor and the superintendent withholding payment to, demanding repayment from, sending a distribution amount that is in favor of the other participating party, suspending the ability to negotiate future alternative funding structure, or suspending the institution of higher education's eligibility to continue program participation. The chancellor must make available a current list of institutions suspended from participation due to noncompliance.

Each public and participating private college must implement a policy for the awarding of grades for courses taken under the program. The policy must require a participant to receive a grade of "C" or better in the course in order to receive college credit for that course. 

Any public or participating nonpublic secondary school or any public or participating private college may apply to the chancellor of higher education and the superintendent of public instruction for a waiver from program requirements. The waiver applies only to the agreement for which the waiver is granted and does not apply to any other College Credit Plus agreement that the school or college enters into. The chancellor and the superintendent may grant a waiver for an agreement or proposed agreement between a public or participating nonpublic secondary school and a public or participating private or out-of-state college, only if the agreement does both of the following:
  • Includes innovative programming proposed to exclusively address the needs of underrepresented student subgroups
  • Meets all criteria set forth in rules adopted by the chancellor and the superintendent.

Citations: para 1: R.C. 3313.6013(B)(2); 3365.033(A); 3365.02(B)
para 2: R.C. 3365.01(D),  3365.05(I)
para 3: R.C. 3365.13
para 4: R.C. 3365.10
para 5: R.C. 3365.03(C), 3365.032(A)
para 6: R.C. 3365.03(D)
para 7: R.C. 3333.43
para 8: OAC 3333-1-65.8
para 9: R.C. 3365.05(A)(2), (3), OAC 3333-1-65.3(D)
para 10: 2015 H.B. 64  (uncodified Section 369.600)
para 11: OAC 3333-1-16
para 12: OAC 3333-1-65.3(B)
para 13: R.C. 3365.05(G)
para 14: R.C. § 3365.10; OAC 3333-1-65-.10

Access
Offering mandatory or voluntary Mandatory. All public secondary schools and all public colleges must participate in the College Credit Plus program. Any non-public school or non-public college may participate. A public or participating nonpublic secondary school may not prohibit an enrolled student from participating in the program if the student meets all statutorily established eligibility criteria.

Citations: R.C. § 3365.02(C), R.C. § 3365.03(B); ADC 3333-1-65.2(A)

College partners can be 2-year/4-year/both Both. Private and for-profit two- and four-year institutions may also participate, as can “eligible out-of-state college”, defined as any institution of higher education located outside of Ohio that is approved by the chancellor of higher education. 

Citations: R.C. § 3365.01(D), (P), (Q)

Student eligibility requirements
  • Meet entrance requirements set by postsecondary institutions. Institutions must apply established standards and procedures for admission and course placement. When determining admission and course placement, the institution must consider all available student data that may be an indicator of college readiness, including grade point average and end-of-course examination scores.
  • Other. For open access institutions, students must demonstrate college readiness as determined by the Ohio Statewide Remediation-Free Standards. 
Regulations prohibit a participating institution from setting admission criteria at a higher standard than the admission criteria for other students attending the institution, and from requiring different standards among College Credit Plus participating students based on secondary grade level or student age. Prior to making a final admission decision, a participating institution of higher education must evaluate each applicant student against one of the standards identified in the December 2012 "Uniform Statewide Standards for Remediation-Free Status." Institutions must use evaluation results as part of their assessment of students' readiness to participate in postsecondary coursework. Institutions must also review as part of their admissions process students' high school GPA, end-of-course exam scores, a writing assessment, a review of previous college work, secondary teacher recommendations and other data as applicable.

Statute directs the chancellor of higher education, in consultation with the superintendent of public instruction, to adopt rules specifying the conditions under which an underperforming participant may continue to participate in the College Credit Plus program. The rules define an underperforming student as one who meets one of the following conditions: 
  • Has a cumulative grade point average below 2.0 on courses taken through the College Credit Plus program
  • Withdraws from, or receives no credit for, two or more courses in the same term.
The rules define an ineligible student as one who meets the definition of an underperforming student for two consecutive terms of enrollment. The rules establish requirements and procedures for College Credit Plus probation, and dismissal of an ineligible student from the College Credit Plus program. Each secondary school is responsible for dismissing an ineligible student from the college credit plus program. A student who has been dismissed from the college credit plus program shall not take any college courses through the program.After one term of CCP dismissal, a student may request the secondary school to allow the student to participate in the college credit plus program. Each secondary school must develop a policy that defines the academic progress that a student must achieve to be reinstated to the college credit plus program on CCP probation or without restrictions.

Citations: Bullets: R.C. § 3365.05(A) Continuing participation of underperforming participant: R.C. § 3365.091; OAC 3333-1-65.13 Regs: ADC 3333-1-65.3(D)

Cap on number of credits students may earn No — student may enroll as part- or full-time student. However, students may earn a maximum of 30 credit hours per academic year, with a maximum of four academic years or 120 credit hours total through the program, including those students eligible to begin program participation in 7th or 8th grade.

In addition, all public and participating private colleges, and eligible out-of-state colleges participating in the program, must offer a pathway that enables participants to earn an associate degree upon completion of the pathway. In order to complete the pathway and earn an associate degree, participants must earn at least 60, but not more than 72, credit hours, or the equivalent number of hours for colleges operating on a quarter schedule. Participants in the associate degree pathway may enroll in more than 60 credit hours, or the equivalent number of quarter hours, over a period of two school years. However, no participant may enroll in more than 72 credit hours, or the quarter hour equivalent, over that same period.

Citations: para 1: R.C. § 3365.02(A); ADC 3333-1-65.2(B)(4)

Students/parents must be notified of dual enrollment opportunities Yes. Each secondary school and participating nonpublic secondary school must annually provide the following program information to all students in grades 6-11: 
  • Costs, including
    • Notice of College Credit Plus opportunities that have no cost to students
    • Clear references to the potential cost of participation with a postsecondary institution of higher education
    • The prohibition of charging economically disadvantaged students who choose to attend a nonpublic institution of higher education
    • Nonpublic schools must include an explanation that funding and participation may be limited for its students.
  • Criteria for student participation, including the requirement for a counseling session prior to participation
  • Student participation options, including
    • A statement that secondary schools cannot limit a student's participation in College Credit Plus to only the courses offered in that school, and that students may also participate online or at any other participating institutions of higher education, or any combination thereof
    • A statement that participating students may be concurrently enrolled in multiple postsecondary institutions and may take postsecondary courses from more than one institution of higher education concurrently
    • List of courses offered at the secondary school through an agreement with an institution of higher education
    • A statement that students should review an institution's course catalog for a full listing of the institution's course offerings
    • Specific information regarding a student's option to participate in College Credit Plus, at the high school (if applicable), online or at an institution of higher education must be made part of all communications developed by the secondary school to promote College Credit Plus
    • Information communicated regarding costs and criteria for student participation must include notice of all deadlines pertinent to the student's participation
  • The designated College Credit Plus point of contact at the secondary school, who can answer student/parent/community questions on the program's operation and who will act as a liaison to the state to monitor future changes to the program.
Information must be disseminated via the school's website, written communications including those generally distributed to students (i.e., course offerings), student assemblies, and joint communication events with postsecondary institutions. Program information provided must include the details of the school's current agreements with partnering colleges. 

Institutions of higher education must post notice of the institution's participation in the College Credit Plus program and criteria for student participation on the institution's website and in all general material and other media the institution uses to advertise participation in postsecondary opportunities to secondary students. The posting must include:
  • The courses offered at secondary schools
  • A link to where students can get information on academic program requirements
  • Student admission criteria
  • Timeline for student application submission.

Citations: R.C. § 3365.04, R.C. § 3365.05(D), ADC 3333-1-65.1

Counseling/advising is made available to students Yes. Each public and participating nonpublic secondary 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 students and parents are fully aware of the possible consequences and benefits of participation.

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
(6) Scheduling
(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 provided by the school indicating they have received the counseling required, and that they understand the responsibilities they must assume in the program.

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 date on which a course withdrawal would negatively affect a participant's grade point average. At a minimum, the mandatory meeting must include information on: 
  • Academic resources available to assist students
  • Availability of the college advisor to assist students after the meeting
  • Process for engaging faculty and other campus resources for academic assistance
  • Postsecondary institution's student handbook and codes of conduct
  • Academic impact of dropping a course after the prescribed no-fault withdrawal date.
Prior to the first day of the term of enrollment at the institution, each institution enrolling a student under College Credit Plus must provide each school counselor or other school staff designated to provide counseling services to students at the school the following information: 
  • A roster of participants from that school who are enrolled in the institution and a list of course enrollment for each participant
  • The date signifying when withdrawal from a course would negatively affect a participant's grade.
Each public and participating nonpublic secondary school must schedule at least one informational session per school year to allow each partnering college located within 30 miles of the school to meet with interested students and parents. The session must include the benefits and consequences of participation and outline any changes or additions to the requirements of the program. The institution of higher education must provide a staff representative who is able to answer questions on admission standards and procedures as well as program and degree requirements. If there are no partnering colleges located within 30 miles of the school (or if there are no partnering schools located within 30 miles of the college), the school (or college) must coordinate with the closest partnering college (or school) to offer an informational session. Regulations permit multiple high schools within a district and multiple districts to participate in a combined event, provided that in each instance, parents and students have the opportunity to interact with a representative of and receive information from each participating postsecondary and their secondary school. A secondary school may incorporate the counseling session that must be offered each prospective program participant into the annual informational session provided the secondary school makes alternate dates available for those unable to attend the annual informational session.

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, in consultation with at least one public partnering college, two model pathways, one 15-credit and one 30-credit, for courses offered under the College Credit Plus program. Each pathway must include courses that all apply to at least one degree or professional certification offered at the college. The pathways may be organized by desired major or career path or may include various core courses required for a degree or professional certification by the college. A secondary school 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.

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. 

Citations: Citations: para 1: R.C. § 3365.04(B)
para 2-3: 3365.03(A)(1)(d), § 3365.04(B)
para 4: ADC 3333-1-65.3(E)(1)(c)
para 5: § 3365.05(F)
para 6-7:  R.C. § 3365.05(E); ADC 3333-1-65.1(A)(2)
para 8:  R.C. § 3365.04(D), § 3365.13
para 9: R.C. § 3365.04(F)
para 10: § 3319.61(A)(7)
para 11: § 3365.15(D)

Finance
Who is primarily responsible for paying tuition District

"Standard rate" is defined as the amount per credit hour the college charges an in-state student not participating in College Credit Plus program and enrolled in an undergraduate course, as prescribed by the college's established tuition policy.

For each public or nonpublic school participant enrolled in a public college, if no agreement has been entered into establishing an alternative payment structure for tuition, textbooks, and fees, the department pays the college: 
  • For a participant enrolled in a college course delivered on the college campus, at another location operated by the college, or online, the default ceiling amount
  • For a participant enrolled in a college course delivered at the participant's secondary school but taught by college faculty, 50% of the default ceiling amount
  • For a participant enrolled in a college course delivered at the participant's secondary school and taught by a high school teacher, the default floor amount.
Statute establishes a formula establishing the default ceiling amount for participants enrolling in colleges on a quarter or a semester schedule, and sets the default floor amount as 25% of the default ceiling amount. The participant's secondary school pays for textbooks and course materials, and the college waives payment of all other fees related to program participation.

For a nonpublic secondary school participant or home-instructed participant, the department pays state funds only if that participant is awarded funding according to rules adopted by the chancellor of higher education.

Alternative payment structure for public or nonpublic school participant enrolled in a public college: The governing entity of a participant's secondary school and the college may enter into an agreement to establish an alternative payment structure for tuition, textbooks, and fees. Under such an agreement, payments for each participant made by the department must be not less than the default floor amount, unless approved by the chancellor, and not more than the default ceiling amount. The chancellor must approve an agreement that includes a payment below the default floor amount, as long as the provisions of the agreement comply with all other requirements of this chapter to ensure program quality.

No participant enrolled in a public college may be charged for any tuition, textbooks, or other fees related to program participation. No school district may charge a student an additional fee or tuition for participation in any advanced standing program, including College Credit Plus, although students may be required to pay the costs associated with taking an AP or IB exam.

For each public school participant enrolled in a private college: If no agreement has been entered into, the department pays the college the applicable amount calculated in the same manner as described above for each public or nonpublic secondary school participant enrolled in a public college. 

Alternative payment structure for public school participant enrolled in a private college: The governing entity of a participant's secondary school and the college may enter into an agreement to establish an alternative payment structure for tuition, textbooks, and fees. Under such an agreement, payments may be not less than the default floor amount, unless approved by the chancellor, and not more than the default ceiling amount. If an agreement is entered into, the department must make a payment to the college for each participant that is equal to the default floor amount, unless approved by the chancellor to pay an amount below the default floor amount. The chancellor must approve an agreement that includes a payment below the default floor amount, as long as the provisions of the agreement comply with all other requirements of this chapter to ensure program quality. Payment for costs for the participant that exceed the amount paid by the department must be negotiated by the school and the college. The agreement may include a stipulation permitting the charging of a participant who is not economically disadvantaged. However, under no circumstances may payments made exceed the default ceiling amount, nor may the amount charged a participant exceed the difference between the maximum per participant charge amount and the default floor amount, nor the sum of the payments made by the department for a participant and the amount charged to that participant exceed the maximum per participant charge amount for a course delivered by postsecondary faculty on the college campus, or exceed $125 for a course delivered by college faculty at the student’s secondary school, or exceed $100 for a course taught by a high school teacher. 

Under no circumstances may a participant identified as economically disadvantaged be charged for any tuition, textbooks, or other fees related to program participation.

For each nonpublic school participant enrolled in a private or eligible out-of-state college: The department pays the college the applicable amount calculated in the same manner as described above for each public or nonpublic secondary school participant enrolled in a public college Payment for costs for the participant that exceed the amount paid by the department must be negotiated by the governing body of the nonpublic secondary school and the college. . However, under no circumstances may payments made exceed the default ceiling amount, nor may any nonpublic secondary school participant who has a scholarship awarded under the educational choice scholarship pilot program, or the pilot project scholarship program, and who qualifies as a low-income student under either of those programs, be charged for any tuition, textbooks, or other fees related to program participation. 

For each nonchartererd nonpublic school participant and each home-instructed participant enrolled in a public, private, or eligible out-of-state college: The department pays the college the default ceiling amount, if that participant is enrolled in a college course delivered on the college campus, at another location operated by the college, or online. 

For all enrollment scenarios: Not later than 30 days after the end of each term, each college expecting to receive payment for participant costs must notify the department of the number of enrolled credit hours for each participant. Each January and July, or as soon as possible thereafter, the department makes the applicable payments to each college that provided proper notification to the department for participants’ enrolled credit hours. The department may not make any payments to a college if a participant withdrew from a course prior to the date on which a withdrawal from the course would have negatively affected the participant's transcripted grade, as prescribed by the college's established withdrawal policy. 

For nonpublic and homeschooled students: Payments made for nonpublic secondary school participants, nonchartered nonpublic secondary school participants, and home-instructed participants must be deducted from moneys appropriated by the general assembly for such purpose. Payments must be allocated and distributed in accordance with rules adopted by the chancellor of higher education. The rules must include that payments made for nonchartered nonpublic secondary school participants be made in the same manner as payments for home-instructed participants. 

However, if a public school student earns a non-passing grade, the district superintendent or equivalent may seek reimbursement from the participant or the participant's parent for the amount of state funds paid to the college on the participant’s behalf for that college course. A public school’s governing entity may withhold grades and credits received by the participant for high school courses taken by the participant until the participant or the participant's parent provides reimbursement. A nonpublic school administrator may likewise seek reimbursement of state funds from a student or parent of a student who earns a non-passing grade. Upon collecting any funds from a nonpublic school participant or participant's parent, the chief administrator must send an amount equal to the funds collected to the superintendent of public instruction, who must credit that amount to the general revenue fund. A superintendent or chief administrator must not seek reimbursement from a participant or a participant's parent if the participant is economically disadvantaged, unless the student was expelled by the school.
How state funds participating high schools Reduced funding for dual enrollment students. Payments made for public school participants must be deducted from the school foundation payments made to the participant's school district or, if the participant is enrolled in a community school, a STEM school, or a college-preparatory boarding school, from the payments made to that school under statutory provisions. If the participant is enrolled in a joint vocational school district, a portion of the amount must be deducted from the payments to the joint vocational school district and a portion deducted from the payments to the participant's city, local, or exempted village school district in accordance with the full-time equivalency of the student's enrollment in each district. Amounts so deducted must be calculated in accordance with rules adopted by the chancellor of higher education.

However, if a student chooses to pay tuition, books and all fees and is enrolled in a public college or university, the student is included in the college’s enrollment data for purposes of state subsidy under the state’s performance-based higher education funding model.

Citations: R.C. § 3365.07(F)(1), R.C. § 3365.071(B)

How state funds participating postsecondary institutions Equal, with qualifications. Equal funding if participant elects at the time of enrollment for each course to have the college reimbursed. In this case, the college may include that student in the calculation used to determine its state share of instruction funds appropriated to the Ohio board of regents by the general assembly. 

Citations: R.C. § 3365.07(G)

Ensuring Program Quality
Instructor qualifications component Yes. Each instructor teaching a College Credit Plus course must meet the credential requirements set forth in guidelines and procedures established by the chancellor of the Ohio board of regents. If the guidelines require high school teachers to take any additional graduate-level coursework to meet the credential requirements, that coursework must be applicable to continuing education and professional development requirements for the renewal of the teacher's educator license.

The partnering college must also provide at least one three-hour professional development session per school year, and conduct at least one full-period classroom observation of each College Credit Plus course taught by a secondary teacher during the 2015-2016 school year, or during the first academic year the teacher instructs the course, and then alternating academic years thereafter. (If the same instructor provides multiple sections of the same course in the same or different buildings, only one observation is required. If multiple sections of the same course are taught by different instructors in the same or different secondary buildings, each instructor must be observed.) The institution of higher education determines the format and delivery mechanism for each professional development session it provides. If the institution delivers professional development to secondary teachers using technology, there must be a means to track secondary teachers' participation and elicit teachers' feedback, and for the institution to respond to teachers' questions. The institution also determines its own classroom observation format and whether the observation is onsite at the classroom, partially on-site, or uses technology, provided the: 
  • Chief academic officer of the institution approves the classroom observation content expert and format
  • Higher education observer provides the secondary instructor with any feedback supporting the quality of the college-level course
  • Secondary school building administrator is notified at least 24 hours in advance of when each observation is expected to occur.
All courses offered under the College Credit Plus program must be the same courses that are included in the partnering college's course catalogue for college-level, nonremedial courses. College Credit Plus courses offered at the secondary school must follow the same course syllabus and learning outcomes, use the same textbook, materials and assessments as the college course delivered on the college campus. All College Credit Plus students (regardless of course location) must be assessed with the same standard of achievement and held to the same grading standards.

Regulations also establish measures of quality for online College Credit Plus courses, which must be included in the college's course catalog:
  • Faculty member instructing the course meets qualification requirements of the chancellor
  • Each faculty member instructing an online course must:
    • Utilize course content and materials developed by higher education faculty
    • Provide course instruction
    • Develop course assessments
    • Develop course grading criteria
    • Assign students' final grades.
  • The faculty member instructing the course must be accessible to students and establish a mechanism for students to pose questions and interact with the faculty member regarding course content and materials.
  • The faculty member instructing the course may delegate tasks associated with facilitation of the online course to an individual approved by the chief academic officer in accordance with the postsecondary institution's policies, with the exception of providing course instruction, developing course assessments and grading criteria, and assigning final grades. If tasks associated with facilitation of the online course are delegated to another individual, the faculty member and individual approved to provide facilitation must interact regularly on the manner and approach for implementing the facilitated activities. Under no circumstances may facilitation be construed as responsibility for the course; the faculty member maintains responsibility for course instruction and student learning.
Statute authorizes the chancellor of higher education and the superintendent of public instruction to submit a biennial report on the status of the College Credit Plus program to the governor and specified legislators. The report must include an analysis of quality assurance measures related to the program.

Citations: para 1: R.C. § 3365.11
para 2: R.C. § 3365.05(G); ADC 3333-1-65.4(A)(3), (4)
para 3: R.C. § 3365.12(A), ADC 3333-1-65.2(B)(1), (2), 3333-1-65.4(A)(3) Online: ADC 3333-1-65.4(B)
para 4: R.C. § 3365.15

Program reporting requirement Yes. Each public and participating nonpublic secondary school and each public and participating private college must annually collect, report, and track the program data below. The chancellor and the superintendent of public instruction may jointly submit a biennial report on the College Credit Plus program to the governor, the senate president, the speaker of the house, and the chairs of the house and senate education committees. The report must include: 

For each secondary school and college: 
  • The number of participants, disaggregated by grade level, socioeconomic status, race, gender, and disability
  • The number of completed courses and credit hours, disaggregated by the college in which the participants were enrolled
  • The number of courses in which participants enrolled, disaggregated by subject area and level of difficulty
For each secondary school:
  •  The number of students who were denied participation in the program due to certain extenuating circumstances established in statute. Each participating nonpublic secondary school must also include the number of students who were denied participation due to the student not being awarded funding by the department of education.
For each college: 
  • The number of students who applied to enroll in the college under the program but were not granted admission
  • The average number of completed courses per participant
  • The average grade point average for participants in college courses under the program.
The biennial report must also include an analysis of quality assurance measures related to the program.

The first such report must be submitted by December 31, 2017. Regulations provide that an institution of higher education's failure to comply with College Credit Plus program requirements, including, but not limited to, reporting data, may result in the chancellor and the superintendent withholding payment to, demanding repayment from, sending a distribution amount that is in favor of the other participating party, suspending the ability to negotiate future alternative funding structure, or suspending the institution of higher education's eligibility to continue program participation. The chancellor must make available a current list of institutions suspended from participation due to noncompliance.

In addition, while not a graded measure for public school accountability, 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 dual enrollment or advanced standing programs, such as the College Credit Plus program and state-approved career-technical courses offered through dual enrollment or statewide articulation.  

Citations: R.C. § 3365.04(G), R.C. § 3365.15, R.C. § 3365.05(H)
Reg cited in next to last para: ADC 3333-1-65.3(B)(1), (2)
Last para: R.C. § 3302.03(B)(2)(b) and (C)(2)(c)

Program evaluation component Yes. The chancellor of higher education and the superintendent of public instruction must jointly establish a College Credit Plus advisory committee to assist in the development of performance metrics and the monitoring of the program's progress. At least one advisory committee member must be a school guidance counselor. 

In addition, 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.

Citations: 1: R.C. § 3365.15(D) 2: ADC 3333-1-65.3(E)(1)(c)

Transferability
Public postsecondary institutions required to accept credits Yes. Ohio's public two- and four-year colleges and universities must accept transfer credit for successfully completed (as defined in transfer policy) in college-level courses from Ohio institutions of higher education that are accredited by the North Central Association of Colleges and Schools, the Higher Learning Commission, or other regional accrediting commissions recognized by the Council on Higher Education Accreditation.

Citations: R.C. § 3333.16(A)(1), (2), R.C. § 3301.46


Oklahoma
Program Basics
Statewide policy in place Yes
Definition or title of program Concurrent Enrollment (eligible high school juniors and seniors who enroll in college courses and earn dual credit)
Dual credit (awarded both high school and college credit)

Citations: Oklahoma State Regents for Higher Education Policy Manual, Section 3.10.1

Where courses provided
  • At high school
  • At postsecondary institution
  • Virtual program
  • Other. A course with collegiate students enrolled at an established off-campus site with a regular program of study.

Citations: 70 Okl.St.Ann. § 628.13; Oklahoma State Regents for Higher Education Policy Manual, Section 3.10.5 and .6

Postsecondary and/or secondary credit earned Both

Citations: Okla. Stat. Ann. tit. 70, § 628.13(E)

Students may take developmental/remedial courses through dual enrollment program No

Citations: Oklahoma State Regents for Higher Education Policy Manual, Section 3.10.3(B)(1)

CTE component 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.
Unique characteristics Accredited private school and home school students may also participate. If a private school is not accredited, students may be admitted under special provisions set forth in state regents policy.

The Oklahoma State Regents for Higher Education, in cooperation with the State Board of Education, must actively encourage the concurrent enrollment of high-ability high school students.

Tuition waivers for eligible seniors must be granted without any limitation on the number of waivers granted in any year other than the amount of funds available for the program and the number of eligible applicants.

Citations: p1: Okla. Stat. Ann. tit. 70, § 628.13(C) p2: Okla. Stat. Ann. tit. 70, § 628.13(A) p3: Okla. Stat. Ann. tit. 70,§ 628.13(D)(2) 

Access
Offering mandatory or voluntary Mandatory

Citations: Okla. Stat. Ann. tit. 70, § 628.13(C)

College partners can be 2-year/4-year/both Both
Student eligibility requirements
From an accredited high school:
  • High school junior or senior 
  • College readiness (demonstrated by scores on acceptable exams--ACT, SAT or other acceptable national preparatory instrument that is listed in theAcademic Affairs Procedures Handbook). Scores and GPAs are different for research universities, regional universities and community colleges
For home schooled students and students from unaccredited high schools:
  • Must have completed enough high school coursework to be equivalent to an individual who is classified as a junior or senior at an accredited high school and meet the applicable criterion (similar to scores for students from accredited high schools)
All students must have a signed form from the high school principal or counselor stating that he/she is eligible to satisfy requirements for graduation from high school (including curricular requirements for college admission) no later than the spring of the senior year.

Students must also have written permission from a parent or legal guardian.

Course placement:

  • At minimum, concurrent students shall demonstrate college readiness in a particular subject area to be eligible to enroll in a college level course in the corresponding subject area. A high school student not demonstrating college readiness in science reasoning, mathematics, or English will not be permitted enrollment in the corresponding college subject area. A student who is unable to demonstrate college readiness in reading will not be permitted enrollment in any other collegiate course (outside the subjects of science, mathematics, and English). 
  • Demonstrate college readiness by: 1. Attaining the requisite subject score on an acceptable ACT exam; 2. Attaining the requisite subject score on an acceptable SAT exam; or 3. Satisfying an entry level assessment and course placement measure that is in accordance with the institution’s State Regents approved assessment plan.
  • Continuing enrollment: High school students concurrently enrolled in college courses may continue concurrent enrollment in subsequent semesters if they achieve a college grade point average (GPA) of 2.0 or above on a 4.0 scale. A concurrent student who fails to achieve the requisite 2.0 college GPA shall not be eligible for concurrent enrollment at any State System institution. Additionally, congruous with the State Regents’Grading policy, if a concurrent enrollment student’s college GPA falls within a range that requires one to be placed on academic probation, the academic probationary status shall be notated on the academic transcript. Following high school graduation, a student who has been concurrently enrolled as a high school student may be admitted to the original institution of concurrent enrollment or another institution in the State System if the student meets the college or university’s entrance requirements, including the high school curriculum requirements, and subject to the State Regents' retention standards.

Citations: State Regents for Higher Ed Policy Manual, Sec 3.10.3 Okla. Stat. Ann. tit. 70, § 628.13(C)

Cap on number of credits students may earn No absolute number of postsecondary credits — either per semester or during a student's high school career — but the total number of high school and college courses a student is taking in a given semester may not equal more than 19 semester credit hours. For purposes of this calculation, one semester high school course is equivalent to three postsecondary credit hours. However, students wishing to go beyond this limit may petition the institution.

Tuition waivers for seniors are limited to a maximum of 18 credit hours per semester for seniors and 9 credit hours per semester for juniors.

Citations: para 1: Oklahoma State Regents for Higher Education Policy Manual, Section 3.10.3(B)(2) para 2: Okla. Stat. Ann. tit. 70, § 628.13(D)(1) and (2)

Students/parents must be notified of dual enrollment opportunities No. While the state board and the Oklahoma State Regents for Higher Education are required to prepare promotional materials explaining the requirements, features and opportunities of concurrent enrollment and ensure that districts distribute the materials to each student prior to enrollment for each year of high school, policy is silent on annual notification to parents of program opportunities.

Citations: Okla. Stat. Ann. tit. 70, § 628.13(B)

Counseling/advising is made available to students Yes. Concurrent 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.

Citations: Oklahoma State Regents for Higher Education Policy Manual

Finance
Who is primarily responsible for paying tuition Student/parent, unless the district does not offer enough course selections to allow the student to receive the courses needed to meet the graduation requirements, in which case the district pays tuition, fees, and books for the concurrent enrollment course, and provides transportation.

High school seniors who meet the eligibility requirements for concurrent enrollment are entitled to receive a tuition waiver for a maximum of 18 credit hours per semester. Students receiving a waiver are responsible for fees, books, and supplies. Scholarships are  available to high school students who are concurrently enrolled. Tuition waiver scholarships may also be awarded to students enrolled in on-line courses and other special students.

Statute expresses legislative intent that, for concurrent enrollment courses the district is paying for, the institution charge only the supplementary and special service fees that are directly related to the concurrent enrollment course and enrollment procedures for that student, and that fees for student activities and student service facilities, including the student health care and cultural and recreational service fees, not be charged to such students.

Citations: Okla. Stat. Ann. tit. 70, §628.13(D)(1) and (2); OK Regents for Higher Education Policy Manual, Section 4.18.5.A.3.k 

How state funds participating high schools Equal

A school district may receive full average daily attendance on a high school student who is participating in concurrent enrollment. In determining a legal school day for a student who is concurrently enrolled the district can use a combination of local school enrollment, college enrollment, and travel time. A student participating in concurrent enrollment is considered present when traveling to or from and while attending the college.

Citations: Okla. Admin. Code 210:35-19-3

How state funds participating postsecondary institutions Equal
Ensuring Program Quality
Instructor qualifications component Yes. Faculty teaching off-campus concurrent enrollment courses must meet the academic requirements for faculty and instructors teaching in the sponsoring higher education institution as required by the Higher Learning Commission.The appropriate academic administrator at the sponsoring higher education institution must review credentials and recommend all faculty for approval prior to allowing such individuals to teach an off-campus concurrent enrollment course.

Orientation and Professional Development: Faculty are required to participate in an orientation provided by the sponsoring higher education institution. The sponsoring institution must provide the faculty teaching the off-campus concurrent enrollment course with professional development opportunities that may include, but need not be limited to: pedagogy, instructional design, course management, and student engagement strategies.

Evaluation: A faculty member teaching an off-campus concurrent course is to be evaluated in a manner consistent with the sponsoring higher education institution’s guidelines for student evaluation of faculty and be evaluated in accordance with the sponsoring higher education institution’s policy for evaluation of instruction.

The department of education must work with school districts in reviewing and approving certain courses taught by districts, including concurrent enrollment courses.

Citations: Oklahoma State Regents for Higher Education Policy Manual, Section 3.10.6.A.2

Course quality component Yes. A higher education institution offering an off-campus concurrent course has direct oversight of all aspects of such a course and is required to meet the following standards:?

Course Offerings and Student Expectations: 
  1. Off-campus concurrent enrollment courses must be the same catalogued courses offered on- campus. Additionally, the course syllabus and student learning outcomes are required to be identical to the course syllabus and student learning outcomes that are used when the same course is taught on the sponsoring higher education institution’s campus.

  2. Off-campus concurrent enrollment courses are required to be of the same content and rigor as the courses offered on-campus at the sponsoring higher education institution.

  3. Students enrolled in off-campus concurrent enrollment courses are to be held to the same standard of achievement as students in on- campus courses.

Citations: Oklahoma State Regents for Higher Education Policy Manual, Section 3.10.6.A.1

Program reporting requirement Yes. State Regents’ staff are required to use the Unitized Data System (UDS) to annually report the following to the State Regents:
  1. Number of all concurrent enrollment credit hours attempted and completed;
  2. Average grade point average of all concurrent enrollment students;
  3. Number of concurrent enrollment credit hours attempted and completed by students who specifically participated in off-campus concurrent enrollment courses; 
  4. Average grade point average of concurrent enrollments students who specifically participated in off-campus concurrent enrollment courses.

To ensure a commitment to meeting the requirements in the off- campus concurrent enrollment section of this policy, institutions that conduct off-campus concurrent enrollment shall annually submit:

  1. A copy of each signed off-campus concurrent enrollment MOU; and
  2. A list of all faculty teaching off-campus concurrent enrollment, including the courses taught as well as his/her academic qualifications.

Citations: Oklahoma State Regents for Higher Education Policy Manual, Section 3.10.7

Program evaluation component Not set directly for concurrent enrollment in state policy. However, general functions of branch campuses include providing concurrent enrollment opportunities for area high school students. All State Regents’ policies relating to the offering of academic courses and programs, including program approval and review, admission and retention, student and program assessment, and electronic media apply. 

Citations: Oklahoma State Regents for Higher Education Policy Manual, Section 3.2

Transferability
Public postsecondary institutions required to accept credits Yes. Institutions are encouraged to publish, distribute, and keep current transfer guides. The transfer guides should include institutional procedures for the evaluation of course equivalency and a description of the appeals process. A systemwide course transfer matrix is maintained online and updated annually by the State Regents. The institutions are committed to honoring this agreement.

Citations: Oklahoma State Regents for Higher Education Policy Manual, Section 3.11.4.J


Oregon
Program Basics
Statewide policy in place Yes
Definition or title of program State has multiple programs. "Accelerated college credit programs” include Dual Credit, Two-plus-Two (CTE), Advanced Placement and International Baccalaureate programs. Dual credit means awarding secondary and postsecondary credit for a course offered in a high school during regular school hours. In addition, the Expanded Options allows eligible students to enroll full-time or part-time in an eligible post-secondary institution.

Each district must either provide students in grades 9-12 with accelerated college credit programs related to English, math and science, or ensure students have online access to accelerated college credit programs in these subjects.

Unless otherwise noted, policies in this profile refer to the Expanded Options Program or the Dual Credit program.

Citations: Def. of dual credit (in p1): Or. Admin. R. 589-007-0200 Def. of accelerated college credit programs and offering mandated: Or. Rev. Stat. Ann. § 340.300 Expanded Options def.: Or. Rev. Stat. Ann. § 340.010

Where courses provided
  • At high school (Dual Credit program)
  • At postsecondary institution (Expanded Options program) (includes community college)
  • Virtual program (Both programs)

Citations: Or. Rev. Stat. § 340.005(4)(c)(C))

Postsecondary and/or secondary credit earned Both

Citations: Or. Rev. Stat. § 340.040

Students may take developmental/remedial courses through dual enrollment program Yes. A district must enter into an agreement with a postsecondary institution that accepts a student for enrollment in a noncredit course.

Citations: Or. Rev. Stat. § 340.045(9)

CTE component Yes. Oregon Administrative Rule sets policy for accelerated college credit programs including the “Two-plus-Two,” which are planned career and professional technical programs articulated between high schools and community colleges. Eligible courses as defined for the Expanded Options program include courses in career and technical education. 

Statute directs representatives from the Department of Education, the Office of Community Colleges and Workforce Development and the Bureau of Labor and Industries to meet at least four times each year to promote collaboration among the agencies on issues related to CTE. Issues to be addressed by the agencies must include development and implementation of long-term goals to implement accelerated college credit programs.

In addition, the CTE Summer Youth Engagement Program was created in 2015 to provide middle and high school students with access to state-of-the-art facilities, training, and mentoring that may not be available in their local community, and to encourage those students to pursue industry credentials in high wage and high demand fields. Program funds are distributed by the department of education on a biennial proposal, application, or direct grant solicitation and approval process. Summer programs serving students who are in high school and have participated in a CTE course during the school year must, among other criteria, Create opportunities for students to earn industry credentials or dual credit or both when appropriate.

Citations: Or. Rev. Stat. § 340.005(4)(c)(B)) Joint collaboration: Or. Rev. Stat. § 344.125(2)(e) Two-Plus-Two: Or. Admin. R. 589-007-0200 CTE Summer Youth Engagement: Or. Admin. R. 581-017-0469; Or. Admin. R. 581-017-0477(1), (2)(b)(B)

Unique characteristics Expanded Options: One of the purposes of the Expanded Options Program is to “Increase the number of at-risk students earning college credits or preparing to enroll in post-secondary institutions.” “At-risk student” is defined for these purposes as student who qualifies for free-/reduced-price lunch or as defined by rules adopted by the board if the board has adopted rules to define an at-risk student.

The student’s resident school district must provide any required special education and related services to a student participating in the Expanded Options Program. A post-secondary institution that intends to provide special education and related services to a student in the Expanded Options Program must enter into a contract with the student’s resident school district; this contact must include components set forth in statute.

A district may request a waiver from the department of education from the requirements of the Expanded Options Program. The department must grant the waiver if compliance with program requirements would adversely impact district finances, or does all of the following:
  • Offers a dual credit program, a Two-plus-Two program, an Advanced Placement program, an International Baccalaureate program or any other accelerated college credit program
  • Ensures that at-risk students who participate in the accelerated college credit programs are not required to make any payments for participation in the programs; and
  • Has a process for program participation that allows either all eligible at-risk students to participate, all at-risk students to earn the number of credit hours established in the state board’s credit cap, or allows for an increasing number of at-risk students to participate each school year based on demand and appropriateness, as determined by a district plan.
Dual Credit: The department of education must administer a grant program that provides grants to provide classroom supplies for accelerated college credit programs (i.e., dual credit programs, Two-plus-Two programs, Advanced Placement programs and International Baccalaureate programs).

Statute establishes the Accelerated College Credit Account in the State Treasury, separate from the General Fund. Moneys in the Accelerated College Credit Account are continuously appropriated to the Department of Education for grants to applicant districts, community college districts or state institutions of higher education to provide training to current or future teachers of accelerated college credit courses, provide classroom supplies for such courses, and assist students in paying for books, materials and other costs, other than test fees, related to accelerated college credit programs. Grants may be funds from the Accelerated College Credit Account, or federal funds, or from any other source, public or private.

State law asks the Higher Education Coordinating Commission to promote student access and to:
      (a) ensure or improve access to higher education by diverse and underserved populations.
      (b) Encourage student success and completion initiatives.
      (c) Improve the coordination of the provision of educational services, including:
           (A) Transfers and coenrollment throughout the higher education system;
           (B) Accelerated college credit programs for high school students;
           (C) Applied baccalaureate and other transfer degrees;
           (D) Programs and grants that span multiple institutions; and
           (E) Reciprocity agreements with other states.
      (d) In coordination with the State Board of Education, enhance the use and quality of dual credit, career and technical pathways and efforts to create a culture of college attendance. 

Citations: Or. Rev. Stat. § 340.010(5) Or. Rev. Stat. § 340.005(2)(b) Or. Rev. Stat. § 340.070 Or. Rev. Stat. § 340.083 Or. Rev. Stat. § 340.320(2)(c) Or. Rev. Stat. § 340.320, .330 Or. Rev. Stat. § 350.075(4)

Access
Offering mandatory or voluntary Both programs: Not specified. All school districts are required to provide the opportunity for Accelerated College Credit (i.e., Dual Credit, Two-plus-Two, Advanced Placement or International Baccalaureate). Every community college district must make at least one Accelerated College Credit program available to each interested school district within the community college district boundaries.

Citations: Or. Rev. Stat. § 340.030(7) Accelerated college credit mandate: Or. Rev. Stat. § 340.300; Or. Rev. Stat. § 341.450

College partners can be 2-year/4-year/both Both

Citations: Or. Rev. Stat. § 340.005

Student eligibility requirements
  • Meet entrance requirements set by postsecondary institution (both programs)
  • Other: Expanded Options: A student who has completed course requirements for graduation but who has not received a diploma or a modified diploma. The student must be enrolled in an Oregon high school, in grade 11-12 or at least 16 years old at the time of enrollment, and have an educational learning plan.

Citations: Or. Rev. Stat. § 340.005(6), § 340.025 Or. Rev. Stat. § 340.030(6) Or. Admin. R. 589-007-0200(2)(b)

Cap on number of credits students may earn No — student may enroll as part- or full-time student. However, a student first enrolling in grade 11 may not take more than the equivalent of two years' coursework; a student first enrolling in grade 12 may not take more than the equivalent of one year's coursework.

Citations: Or. Rev. Stat. § 340.010(3) Or. Rev. Stat. § 340.037; Or. Admin. R. 581-022-1367(8) Or. Rev. Stat. § 340.080 Or. Admin. R. 581-022-1366

Students/parents must be notified of dual enrollment opportunities Yes. Districts must annually notify all high school students and their parents of the Expanded Options Program for the following school year. Each school district must establish a process to ensure that all at-risk students and their parents are notified about the Expanded Options Program. Districts must establish a process to identify students who have dropped out and make it a priority to provide these dropouts with information about the Expanded Options Program. Districts must send information about the program to the last known address of the student's family. Districts must also notify students who transfer into the district after the notification date, or return to high school after dropping out. 

The notification must include information about: 
  • Financial arrangements for tuition, textbooks, equipment and materials
  • Available transportation services
  • The effect of enrolling in the Expanded Options Program on the eligible student's ability to complete the required high school graduation requirements
  • The consequences of failing or not completing an eligible post-secondary course
  • The requirement that participation in the Expanded Options Program is contingent on acceptance by an eligible post-secondary institution
  • School district timelines affecting student eligibility and duplicate course determinations.
Administrative code identifies additional elements the notice must include.

Citations: Or. Rev. Stat. § 340.020 Or. Rev. Stat. § 340.015 Or. Admin. R. 581-022-1360

Counseling/advising is made available to students 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.

Citations: Or. Rev. Stat. § 340.030, 340.040 Dual Credit: Standards, Or. Admin. R. 589-007-0200(4)(a)

Finance
Who is primarily responsible for paying tuition Tuition and/or fee payment varies based upon the program and courses offered. 

Dual Credit: State. The legislature appropriates funds to reimburse FTE costs to institutions based on participation reports; these funds are distributed by the Oregon Department of Community Colleges and Workforce Development. Local decision as to whether students are charged registration/transcription fees.

Expanded Options: Local decision.  Expanded Options programs were developed to ensure “at-risk” student participation in Accelerated College Credit Programs are provided at no cost to the student. Tuition and fees are negotiated between the school district and the postsecondary institution to pay required instructional costs of the student. A student may apply to the resident district for reimbursement for any textbooks, fees, equipment or materials required for a postsecondary course. A postsecondary institution that receives payment through the negotiated financial agreement may not charge a student for tuition, fees and other required instructional costs associated with the student’s enrollment in a course. 

A charter school that elects to participate in the Expanded Options Program must negotiate and pay actual instructional costs associated with student participation directly to the postsecondary institution. 
 
Accelerated College Credit Program Grant: Based on appropriations, Accelerated College Credit Program Grants are awarded on a competitive basis to applicant school districts, educational service districts (as a pass-through to districts), regional consortia, and public postsecondary institutions to support teacher training, instructional materials, and student expenses (other than test fees) related to accelerated learning options (i.e., dual credit, Advanced Placement, International Baccalaureate, and other partnership programs). The Request for Applications (RFA) provides that preference will be given to regions with high poverty rates, large underserved student populations, and that did not already receive funds from a Regional Promise grant.

The department of education must administer a grant program that provides grants to assist students in paying for books, materials and other costs, other than test fees, related to accelerated college credit programs. These grants are available to any Accelerated College Credit program as administered by the local educational agency (school district or postsecondary institution).

Citations: Or. Rev. Stat. § 340.045; Or. Rev. Stat. § 340.050 Or. Rev. Stat. § 340.055; Or. Rev. Stat. § 340.073 Or. Rev. Stat. § 340.010(4) Accelerated College Credit Program grant: Or. Rev. Stat. § 340.320

How state funds participating high schools Equal

Measure 98, passed by voters, requires state funds be distributed to public school districts for approved plans to establish or expand career and technical education programs in high schools, to establish or expand college-level educational opportunities for students in high schools and to establish or expand dropout-prevention strategies in high schools. Directs the Legislative Assembly to appropriate at least $800 per enrolled high school student per school year for the distributions to school districts with approved plans. Creates no new revenue sources, and relies initially on growth of state General Fund revenue. Specifies that, if the state General Fund does not increase by at least $1.5 billion in the next budget period, initial funding for the measure would be reduced and phased in over 3 years. 

Distributions of funds to districts under the measure are in addition to other funds provided to districts by the state. Specifies that these funds may not be used to maintain current school programs, opportunities or strategies, except when replacing a time-limited grant, federal funding or funds that support dual enrollment programs. Directs the Department to monitor the performance of districts receiving funds under the measure, to intervene when necessary to ensure appropriate and effective uses of the funds and to facilitate continuous improvement in the uses of the funds by districts. Directs the Secretary of State to conduct biennial financial and program audits of the uses of the funds in improving the graduation rates of high school students and their readiness for college and careers.

Citations: Or. Rev. Stat. § 340.045(1) Measure 98 - approved by voters 2016

How state funds participating postsecondary institutions Equal

Citations: Or. Rev. Stat. § 341.484(3)

Ensuring Program Quality
Instructor qualifications component Expanded Options: Not applicable—courses are taken only at postsecondary institutions.

Dual Credit: Yes. Before developing programs with high schools, each college must file with the Office of Community Colleges and Workforce Development a policy governing Two Plus Two and dual credit programs. Policies must include: 
  • Institutional standards for instructor qualifications (standards for teachers of lower division collegiate courses must include a master's degree in a subject area closely related to that in which the instructor will be teaching; however, in subject areas in which individuals have demonstrated their competencies and served in professional fields, and in cases in which documentation to support the individual's proficiency and high level of competency can be assembled, the master's degree requirement may be waived by the college president or substituted according to the community college's personnel policy)
  • Assurances that materials and subject matter are community college level.
In addition, written agreements between participating school districts and postsecondary institutions regarding Two Plus Two and dual credit programs must include: 
  • Criteria regarding approval of courses, selection and approval of instructors, admisions, procedures, counseling, monitoring, and evaluation
  • The provision that all agreements and policies must be made available to all staff members involved in the programs and to parents/students.
Participating school districts and postsecondary institutions must, in consultation with appropriate staff members, determine that course content and instructional quality are consistent with that offered by the community colleges.

The Oregon Dual Credit Standards are based upon the National Alliance of Concurrent Enrollment Partnerships accreditation standards, and include standards for curriculum, faculty, students, and assessment: 
  • College or university courses administered through a dual credit program are catalogued courses and approved through the regular course approval process of the sponsoring college or university. These courses have the same departmental designation, number, title, and credits as their college counterparts, and they adhere to the same course descriptions.
  • College or university courses adminstered through a dual credit program are recorded on the official academic record for students at the sponsoring college or university.
  • College or university courses administered through dual credit programs reflect the pedagogical, theoretical and philosophical orientation of the college's or university's sponsoring academic departments.
  • Instructors teaching college or university courses through dual credit meet the academic requirements for faculty and instructors teaching in the college or university.
  • The postsecondary institution provides high school instructors with training and orientation in course curriculum, assessment criteria, course philosophy, and dual credit administrative requirements before certifying the instructors to teach the college/university courses.
  • Instructors teaching dual credit sections are part of a continuing collegial interaction through professional development, seminars, site visits, and ongoing communication with the postsecondary institution's faculty and dual credit administrators. This interaction must occur at least annually and address issues such as course content, course delivery, assessment, evaluation, and professional development in the field of study.
  • High school students enrolled in courses administered through dual credit programs are officially registered or admitted as degree-seeking, non-degree seeking, or non-matriculated students of the sponsoring postsecondary institution.
  • Postsecondary institutions outline specific course requirements and prerequisites.
  • High school students are provided with a student guide that outlines their responsibilities as well as guidelines for the transfer of credit.
  • Dual credit students are held to comparable standards of achievement as those expected of students in on-campus sections.
  • Dual credit students are held to comparable grading standards as those expected of students in on-campus sections.
  • Dual credit students are assessed using similar methods (e.g. papers, portfolios, quizzes, labs, etc.) as their on-campus counterparts.

Citations: Dual Credit: Or. Admin. R. 589-007-0200(2)(a), (d), (4), (5)

Course quality component Dual Credit: Yes. Before developing programs with high schools, each college is required to file a policy for governing Two Plus Two and Dual Credit programs. Policies must include:
  • Assurances that materials and subject matter are community college level.
  • Written agreements between participating school districts and postsecondary institutions regarding Two Plus Two and dual credit programs that include: 
    • Criteria regarding approval of courses, selection and approval of instructors, admissions, procedures, counseling, monitoring, and evaluation.
    • The provision that all agreements and policies must be made available to all staff members involved in the programs and to parents/students.
Participating school districts and postsecondary institutions must, in consultation with appropriate staff members, determine that course content and instructional quality are consistent with that offered by the community colleges.

Citations: Or. Admin. R. 589-007-0200

Program reporting requirement The Higher Education Coordinating Commission is required to prepare an annual report on accelerated college credit programs. For the purpose of the report it is to work with public post-secondary institutions of education to determine the method for providing a representative sampling of:
(a) Students from each institution who are graduates of a high school in the state; enrolled in the first year at a post-secondary institution for the first time and seeking a post-secondary certificate or degree.
(b) The number of credits from an accelerated college credit program that a student attempted to transfer to the post-secondary institution.
The report must include the following information from the representative sampling based on the previous school year: (a) The number and percentage of students who attempted to transfer a credit from an accelerated college credit program to a public post-secondary institution.(b) Of the students identified, the number and percentage of students whose credits were accepted. (c) Of the credits accepted, the number and percentage that were accepted as credit toward general education.(d) Of the students identified, the number and percentage of students whose credits were not accepted. (e) Of the students identified, the high schools from which the students graduated, if available.

The report must include the number of students who attempted to transfer a credit from an accelerated college credit program to a public post-secondary institution of education in the state.
To the extent practicable, the information collected must be disaggregated by:
(a) The student's characteristics, including race, ethnicity and gender;
(b) The post-secondary institution of education that accepted or did not accept a transfer of a credit from an accelerated college credit program;
(c) The type of accelerated college credit program in which the student participated; and
(d) The class of the accelerated college credit program in which the student participated.

By September 1 of each year, each public post-secondary institution of education must provide to the Higher Education Coordinating Commission the information required. 

No later than December 1 of each year, the report must be:
(a) Submitted to the Governor, the Department of Education, the Higher Education Coordinating Commission, the interim committees of the Legislative Assembly related to education, the board of education of each community college district in this state and the governing board of each public university and (b) Made available to each school district in this state.

Community colleges must submit an annual evaluation of the previous school year's Two Plus Two and dual credit programs, including descriptions of: 
  • Programs and courses offered
  • Student outcomes
  • Instructors' qualifications
  • Program costs.

Citations: 2018 Oregon Laws Ch. 113 (H.B. 4053) Or. Admin. R. 589-007-0200(3) [Community colleges]

Program evaluation component Yes. 
In June 2016, the Higher Education Coordinating Commission approved standards for two “new” models of dual credit.

The Commission identified Dual Credit Standards and uses a process for approval and oversight of Dual Credit programs. The process was expanded to provide approval and oversight for all high school-based accelerated learning programs. All high school-based accelerated learning programs were expected to come into compliance with the DualCredit, Sponsored Dual Credit, and/or Assessment-Based Learning credit standards in 2016-17. The Oversight Committee for High School-Based Accelerated Learning Programs builds upon and extends the previous Dual Credit Oversight Committee, and is responsible for providing a self-analysis and peer review process to ensure that community college and university high school-based accelerated learning programs meet the adopted standards for Dual Credit, Sponsored Dual Credit, and/or Assessment-BasedLearning credit.

The Oversight Committee advises HECC staff on its recommendations following institutional program review.

Timeline:
Academic Year 2017-2018, 2018-2019, and 2019-2020
  • Colleges and universities submit applications for approval to the oversight committee.
  • Oversight committee findings and recommendations are provide to HECC staff.
  • HECC Executive Director or designee provides notification to institutions regarding program approval status.
  • Annual evaluation of available data on accelerated learning reported to HECC.
Ongoing: All institutions offering accelerated learning programs are reviewed regularly, with a three-year
approval/renewal cycle.

Citations: p1: Oregon Dual Credit Standards adopted by Higher Education Coordinating Commission June 9, 2016 p2: Or. Admin. R. 589-007-0200(3), (4)(a)

Transferability
Public postsecondary institutions required to accept credits No. However, the eligible post-secondary institution is required to award post-secondary credit for any eligible post-secondary course successfully completed for credit at that institution if the course is considered by the institution to be a college-level course. Other post-secondary institutions may award, after a student leaves secondary school, post-secondary credit for any eligible post-secondary course successfully completed under the Expanded Options Program. A post-secondary institution may not charge a student for the award of credit.

Citations: Or. Rev. Stat. § 340.040(5)


Pennsylvania
Program Basics
Statewide policy in place Yes. However, program currently inactive due to inadequate state funds.
Definition or title of program Concurrent Enrollment

*Program currently inactive due to inadequate state funds*
Where courses provided
  • At high school
  • At postsecondary institution
*Program currently inactive due to inadequate state funds*

Citations: 24 P.S. § 16-1604-B(a)

Postsecondary and/or secondary credit earned Secondary credit. Postsecondary credit must be awarded if the concurrent student enrolls in the postsecondary institution at which the concurrent student took a concurrent course, and may be awarded if the concurrent student enrolls in a postsecondary institution other than the one at which the concurrent student earned the credits.

In addition, a student in a charter school, nonpublic school, private school or home education program must be permitted to enroll in concurrent courses in the concurrent enrollment agreement approved by the student's school district of residence, provided that the charter school, nonpublic school, private school or home education program awards secondary credit for a successfully completed concurrent course.

*Program currently inactive due to inadequate state funds*

Citations: para 1: 24 P.S. § 16-1615-B(a) and (d)
para 2: 24 P.S. § 16-1614-B(a)(2)(ii)

Students may take developmental/remedial courses through dual enrollment program No

*Program currently inactive due to inadequate state funds*

Citations: 24 P.S. § 16-1613-B(b)(3)(i)

CTE component 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, as a condition of approval or reapproval, vocational programs in general 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.

Citations: para 1: 24 P.S. § 16-1602-B
para 2: 22 Pa. Code § 339.4(b)(9)

Unique characteristics Students in charter schools operating in a school entity, nonpublic or private schools for which the entity provides free transportation, and students in home education programs are also eligible to participate, provided the charter school, nonpublic school, private school or home education program awards secondary credit for a successfully completed concurrent course. Districts must provide such schools/programs with written notice of the availability of concurrent enrollment programming in the district. School districts are eligible for concurrent enrollment grant funds for students in charter schools, nonpublic schools, private schools or home education programs.

Upon request of a board of school directors of a school entity, the department of education must provide technical assistance in the development of concurrent enrollment agreements and concurrent enrollment programs.

*Program currently inactive due to inadequate state funds*

Citations: para 1: 24 P.S. § 16-1614-B(a)(2)(ii), 24 P.S. § 16-1611-B(a), 24 P.S. § 16-1603-B(c)(3)
para 2: 24 P.S. § 16-1603-B(e)

Access
Offering mandatory or voluntary Voluntary

*Program currently inactive due to inadequate state funds*

Citations: 24 P.S. § 16-1611-B(a)(1)

College partners can be 2-year/4-year/both Both. Private two- and four-year colleges, private licensed schools, and four-year private postsecondary institutions may also participate.

*Program currently inactive due to inadequate state funds*

Citations: 24 P.S. § 16-1602-B

Student eligibility requirements
  • Student in grades 11-12
  • Meet entrance requirements set by postsecondary institution. Postsecondary placement test scores, and demonstrated readiness for college-level coursework, as determined by the postsecondary institution.
  • Not specified. Any additional criteria set forth in the agreement between the school district or area vocational-technical school and the participating postsecondary institution.
  • Other. The results of nationally available achievement tests or other standardized tests included in the participating school entity's local assessment system, and satisfactory progress toward fulfilling applicable secondary school graduation requirements, as determined by the school entity.
A student who does not meet the eligibility requirements set forth in a concurrent enrollment agreement between a school entity and postsecondary institution may enroll in concurrent courses by meeting alternate criteria agreed upon by the school entity and the eligible postsecondary institution. In addition, each concurrent enrollment agreement must also include a description of minimum performance criteria, in courses offered by the school entity and in concurrent courses, required for students to remain in the concurrent enrollment program.

*Program currently inactive due to inadequate state funds*

Citations: Entrance requirements: 24 P.S. § 16-1613-B(b)(2)(i), (iv)
Not specified: 24 P.S. § 16-1613-B(b)(2)
Grades 11-12: 24 P.S. § 16-1613-B(b)
Other: 24 P.S. § 16-1613-B(b)
Last para: 24 P.S. § 16-1614-B(b), 24 P.S. § 16-1613-B(b)(4)

Cap on number of credits students may earn Yes — no more than 24 postsecondary credits in any school year.

*Program currently inactive due to inadequate state funds*

Citations: 24 P.S. § 16-1615-B(e)

Students/parents must be notified of dual enrollment opportunities No. However, the department of education must publish promotional materials on its website that school districts and area vocational-technical schools may use to inform parents and students about the requirements, features and opportunities of concurrent enrollment programs. To the extent that the department provides school entities with printed promotional materials for dissemination, the department must make such materials available, upon request, to any charter school, nonpublic school, private school or home education program.

*Program currently inactive due to inadequate state funds*

Citations: 24 P.S. § 16-1603-B(b)

Counseling/advising is made available to students Not set in state policy

*Program currently inactive due to inadequate state funds*
Finance
Who is primarily responsible for paying tuition Combination of student’s district and student/parent. A school entity (district or an area vocational-technical school) pays the portion of total approved costs for which it is provided grants by the department of education, and students/parents pay the remainder. To defray—but not eliminate—district costs for concurrent enrollment students, the department provides grants to applicant school districts with an approved concurrent enrollment program, as well as a supplemental grant amount for an applicant district with a low-income concurrent enrollment student. The supplemental grant amount is equal the cost of tuition, books and fees for which a low-income concurrent student is responsible for a course.

A school entity is not responsible for paying any portion of the total approved costs for any concurrent student enrolled in a charter school, nonpublic or private school, or home education program in excess of the grants provided by the department of education.

*Program currently inactive due to inadequate state funds.*

Citations: (24 P.S. § 16-1603-B(c) and (d), 24 P.S. § 16-1611-B(e)

How state funds participating high schools Equal, with qualifications. A district receives full state funding for a student if the district pays the student’s tuition, fees, and textbooks. If the district does not pay the student’s tuition and fees, the district receives a prorated amount of state funding based on the amount of time that the student spent in the classroom.

*Program currently inactive due to inadequate state funds*

Citations: 22 Pa. Code § 11.5(b)

How state funds participating postsecondary institutions Equal

*Program currently inactive due to inadequate state funds*

Citations: 24 P.S. § 19-1913-A(b)(1.6)(iv)(C)

Ensuring Program Quality
Instructor qualifications component Yes. Each concurrent enrollment agreement between a school district or area vocational technical school and a postsecondary institution must include a description and explanation of the criteria used to determine concurrent courses offered by the postsecondary institution. The agreement must provide that the course is identical to that offered when concurrent students are not enrolled—including the use of an identical curriculum, assessments and instructional materials—and enforcement of identical prerequisite coursework requirements as enforced when concurrent students are not enrolled.

A school district or area vocational school employee who meets all qualifications for an adjunct faculty member at the eligible postsecondary institution may teach a concurrent enrollment course.

*Program currently inactive due to inadequate state funds*

Citations: para 1: 24 P.S. § 16-1613-B(b)(3)
para 2: 24 P.S. § 16-1604-B

Program reporting requirement Yes, for districts and area vocational-technical schools receiving state funding for concurrent enrollment programs. Each such entity must report
  • The eligible postsecondary institution(s) with which the school entity has established a concurrent enrollment program
  • The number of participating students
  • The number of students participating in a concurrent enrollment program who are enrolled in early college high school, middle college high school or gateway to college programs
  • The courses offered through a concurrent enrollment program
  • The total approved cost for each concurrent course
  • The total amount of funds received from the department through concurrent enrollment grants
  • The number of concurrent students enrolled in charter schools, nonpublic schools, private schools or home education programs.
The department of education must develop an annual report on concurrent enrollment programs using the aforementioned information submitted by school entities.
The annual report must be provided to specified legislative leaders, and published on the department website.

*Program currently inactive due to inadequate state funds*

Citations: para 1: 24 P.S. § 16-1611-B(b)
para 2: 24 P.S. § 16-1603-B(f) 

Program evaluation component Not set in state policy

*Program currently inactive due to inadequate state funds*
Transferability
Public postsecondary institutions required to accept credits No. However, community colleges, member institutions of the state system of higher education and state-related institutions may not refuse to recognize and award credit for a concurrent course simply because the credit was earned through a concurrent enrollment program.

*Program currently inactive due to inadequate state funds*

Citations: 24 P.S. § 16-1615-B(d)(2) and (3)


Rhode Island
Program Basics
Statewide policy in place Yes

Citations: R.I. Gen. Laws Ann. § 16-100

Definition or title of program “Dual enrollment” means that a student is enrolled in a secondary school while simultaneously enrolled part-time or full-time as a non-matriculating student at a postsecondary institution, such as a community college, college or university.

“Concurrent enrollment” means a student is enrolled in a dual enrollment course that is offered at the secondary school and taught by a secondary school teacher who is approved by the postsecondary institutions.

Citations: 200-RICR-10-00-1.2

Where courses provided
  • At high school
  • At postsecondary institution
  • Virtual program. In addition to traditional online dual enrollment courses, the Advanced Coursework Network extends dual enrollment and other advanced course opportunities across the state. Public schools and districts may join as network providers to offer new or existing advanced courses, and/or as network members, to allow their students to enroll in network courses. Courses are offered by LEAs, community-based organizations, and institutions of higher education.

Citations: R.I. Gen. Laws Ann. § 16-100-2 At HS: 200-RICR-10-00-1.2 Advanced Coursework

Postsecondary and/or secondary credit earned Both

Citations: 200-RICR-10-00-1.2

Students may take developmental/remedial courses through dual enrollment program No

Citations: RI DOE Dual Enrollment FAQ

CTE component 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.
Unique characteristics

“Secondary Schools” required to adopt the statewide dual enrollment policy include schools in all Rhode Island school districts, charter public schools, career and technical centers, approved private day and residential schools, and collaborative schools.

The Advanced Coursework Network, launched in fall 2016, extends dual enrollment and other advanced course opportunities across the state. Public schools and districts may join as network providers to offer new or existing advanced courses, and/or as network members, to allow their students to enroll in network courses. Courses are offered by LEAs, community-based organizations, and institutions of higher education.

Legislation directs the department of elementary and secondary education to develop targeted dropout prevention interventions "or identify appropriate existing methods for school districts" in which the dropout rate, as calculated by the department, exceeds 15%. These interventions may include "[a]lternative programs designed to reengage dropouts including dual enrollment courses at the community college level" and offering full course fee waivers for free- and reduced-lunch students enrolled in dual credit courses.

Citations: p1: 200-RICR-10-00-01.2
p2:  R.I. Gen. Laws Ann. § 16-67.1-2 and 1-4.

Access
Offering mandatory or voluntary Mandatory. School districts and schools must adopt the statewide dual enrollment policy -- a policy which required the Board of Education to prescribe by regulation a statewide dual enrollment policy that allows students to enroll in courses at postsecondary institutions to satisfy academic credit requirements in both high school and postsecondary institutions. Students enrolled in Rhode Island secondary schools must be allowed to enroll in postsecondary education courses to satisfy academic coursework requirements in the secondary school and earn credits at public postsecondary institutions. 

Citations: R.I. Gen. Laws § 16-100-3 200-RICR-10-00-1.3.1

College partners can be 2-year/4-year/both Both

Citations: 200-RICR-10-00-1

Student eligibility requirements

Secondary school students may take dual and concurrent enrollment coursework upon the approval of their principal, director or head of school, in accordance with local enrollment criteria. The criteria shall be based on the student’s academic, behavioral, and attendance record and, if applicable, the student’s results on an ACT, SAT, ACCUPLACER, PSAT, EXPLORE or state standardized assessments. Student age is not be a determiner of enrollment. Postsecondary institutions are required to establish eligibility criteria and, if applicable, assessment standards to determine college readiness.

In the case of career and technical education dual and concurrent enrollment coursework, secondary school students must meet the course-specific eligibility requirements.

Citations: 200-RICR-10-00-1.3.4

Cap on number of credits students may earn No — student may enroll as part- or full-time student.
Students/parents must be notified of dual enrollment opportunities Yes. Local school committees are required to adopt a dual and concurrent enrollment policy and provide students and their families with information about dual and concurrent enrollment coursework requirements and the potential benefits and consequences of dual and concurrent enrollment prior to approving a request for dual and concurrent enrollment.

 

Citations: 200-RICR-10-00-1.3.5

Counseling/advising is made available to students Yes. Local school committees are required to adopt a dual and concurrent enrollment policy and provide students and their families with information about dual and concurrent enrollment coursework requirements and the potential benefits and consequences of dual and concurrent enrollment prior to approving a request for dual and concurrent enrollment. Such information must at a minimum include the following:
  • Student eligibility criteria;
  • Conditions warranting removal from enrollment;
  • The requirements of the dual and concurrent enrollment course and the consequences of failing or not completing a course, including the effect on the student's ability to complete the secondary school's proficiency-based graduation requirements;
  • The process for granting dual and concurrent enrollment academic credit at both the postsecondary institution and the secondary school;
  • The benefits to the student of successfully completing a dual or concurrent enrollment course;
  • Available educational support services at the secondary school and the postsecondary institution;
  • The student’s academic, attendance and conduct responsibilities;
  • Scheduling and transportation, which shall be the student’s and/or family’s responsibility, for dual enrollment coursework at a postsecondary institution; and
  • A fact sheet generated by the postsecondary institution detailing requirements.

 

Citations: 200-RICR-10-00-1.3.5

Finance
Who is primarily responsible for paying tuition Dual enrollment and concurrent enrollment course costs vary by course and delivery method. Concurrent enrollment course offerings and course costs are to be annually established by postsecondary institutions and approved by the Board of Education.

The 4th year of the Governor's Prepare RI Dual Enrollment Fund (for the 2018-19 school year)  was included in the the FY19 State budget. The Prepare RI Dual Enrollment Fund provides funding for qualified public high school students to take college courses from the state's public higher education institutions as part of their high school requirements at no cost to the student or family. The cost of books and associated course materials is covered by the school or district if the student is taking the course for high school credit.

Districts/LEAs are required to pay for full-time students enrolled in community college. These payments are capped at 50% of core instructional per pupil rates. Board regulations also outline the parameters for allocation of funds in instances where there is a dedicated funding stream for dual enrollment courses. If program participation outpaces dedicated funding, the postsecondary commissioner determines how to allocate available funding to postsecondary institutions. Funding limitations may change institutional policies as to the courses offered but access will not otherwise be limited. 

 

Citations: 200-RICR-10-00-1 (as revised May 30, 2018)

How state funds participating high schools Not defined
How state funds participating postsecondary institutions Not defined. However, payments to public institutions of higher education for dual and concurrent enrollment are limited to no greater than the appropriation contained in the appropriations act.

Citations: R.I Gen. Laws. Ann. § 16-100-3

Ensuring Program Quality
Instructor qualifications component Yes. Instructors of concurrent enrollment courses at the secondary public school must be approved by the postsecondary credit-granting institution and possess similar qualifications as instructors teaching the corresponding course at the postsecondary institution. Secondary school teachers must also hold the certification required by the Council for Elementary and Secondary Education for the course that is being taught. Public secondary school teachers must be evaluated by their employer pursuant to the educator evaluation system approved by the department of education and in accordance with state law and applicable regulations. The postsecondary institution is required to assign staff to coordinate and oversee the selection and delivery of dual and concurrent enrollment courses in partnership with K-12 stakeholders such as school superintendents, high school principals, and counselors. The postsecondary institution also is required to provide the appropriate orientation to instructors of dual enrollment courses.

Citations: p1: 200-RICR-10-00-1.3.2

Course quality component Yes. Board regulation as revised in May, 2018 outlines the standards for program quality and provides for the Rhode Island Department of Elementary and Secondary Education and the Office of the Postsecondary Commissioner to work together to ensure the quality of these courses. Dual enrollment courses are required to have the same educational outcomes and academic policies as other courses taught at the postsecondary institution. Concurrent enrollment courses are required to have the same educational outcomes as their counterpart postsecondary courses. To be approved by the Board of Education as a concurrent enrollment course, the institution of higher education must demonstrate that the course meets these and other requirements such fitting  eligible types of courses (general education courses, elective courses, and specific course equivalencies; career and technical education (vocational training) courses; and college-success and career-development courses).

Citations: 200-RICR-10-00-1.3

Program reporting requirement Yes. School districts must annually report to the department of elementary and secondary education the number of students, the number of credits enrolled in at postsecondary institutions, the name of the institution, and the dollar amount the district is allocated for this program. The department must annually provide a report to the governor and house and senate leaders that contains the above information by district and in the aggregate.

Citations: R.I Gen. Laws § 16-100-5

Program evaluation component Yes. Secondary schools, the public postsecondary education institutions, the Department (RIDE) and the Office of the Postsecondary Commissioner are required to work collaboratively to ensure the quality of the Rhode Island dual enrollment program. The public institutions of higher education are encouraged, but not required, to seek and obtain accredited status by the National Alliance on Concurrent Enrollment Partnerships (NACEP). However, the postsecondary institutions are required to adopt and adhere to current NACEP Standards.

Every 3 years the Office of the Postsecondary Commissioner (with input from the RIDE) may request a self-study of institutional policies and practices regarding dual and concurrent enrollment based on NACEP standards and may conduct a site visit to confirm compliance with NACEP standards and quality programming.

Citations: 200-RICR-10-00-1.3.8

Transferability
Public postsecondary institutions required to accept credits Unclear

South Carolina
Program Basics
Statewide policy in place Yes
Definition or title of program Dual Enrollment
Where courses provided
  • At high school
  • At postsecondary institution
  • Virtual program
Postsecondary and/or secondary credit earned Both

Citations: S.C. Code Ann. Regs. 43-234(III) CHE Dual Enrollment Policy, “Structure and Administration of Dual Enrollment Offerings,” (E),

Students may take developmental/remedial courses through dual enrollment program No

Citations: S.C. Code Ann. Regs. 43-234(III)(D)

CTE component Yes. Technical education courses may be taken under dual enrollment agreements.

Citations: CHE Dual Enrollment Policy, “Purposes of Dual Enrollment” (B)

Unique characteristics Dual enrollment students must be guaranteed convenient geographic and electronic access to student and academic support comparable to what is accorded on-campus students, including access to library resources. Students must also have reasonable access to the course instructor outside regular classroom hours either in person, via phone, or electronically.

Institutions must cooperate with each other in offering dual enrollment courses in a particular geographic area.

Citations: para 1: CHE Dual Enrollment Policy, “Structure and Administration of Dual Enrollment Offerings,” (F) para 2: CHE Dual Enrollment Policy, “Structure and Administration of Dual Enrollment Offerings,” (G)

Access
Offering mandatory or voluntary Voluntary

Citations: S.C. Code Ann. Regs. 43-234(III)

College partners can be 2-year/4-year/both Both

Citations: S.C. Code Ann. § 59-59-210(B)

Student eligibility requirements
  • Primarily for students in grades 11-12; however, exceptions may be made for freshman or sophomore students at the request of the high school principal. 
  • Minimum GPA. Only for course sections in four-year institutions and two-year regional campuses of the University of South Carolina.
  • Written approval/recommendation. High school principal or designee
  • Meet entrance requirements set by postsecondary institution. Only for technical colleges.
  • Not specified. An individual college or university may establish additional criteria for admission.

Citations: CHE Dual Enrollment Policy; "Statewide Higher Education Policy for Delivery and Transferability of 'Dual Enrollment' Coursework Offered in High School"

Cap on number of credits students may earn Not set in state policy. "The number of college-level courses completed in these dual enrollment offerings will vary according to the student's ability and work ethic."
Students/parents must be notified of dual enrollment opportunities No
Counseling/advising is made available to students Not set in state policy
Finance
Who is primarily responsible for paying tuition Local decision. Student/parent, unless otherwise specified in local school district policy.

Citations: S.C. Code Ann. Regs. 43-234(III)(C)

How state funds participating high schools Equal

Citations: CHE Dual Enrollment Policy, “Preface”

How state funds participating postsecondary institutions Equal

Citations: CHE Dual Enrollment Policy, “Preface”

Ensuring Program Quality
Instructor qualifications component Yes. Courses must be equivalent in content and rigor to the equivalent college courses offered to college students and taught by appropriately credentialed faculty. Courses must also be comparable in expected outcomes, syllabus, textbook(s), teaching methodologies, and assessment strategies to the traditional postsecondary course. Courses must be approved by the institution’s chief academic officer or designee.

The chief academic officer or designee is also responsible for selecting and evaluating all dual enrollment faculty, using Southern Association of Colleges and Schools criteria as minimal requirements, and ensuring standards of student evaluation and faculty evaluation are comparable to those required of other sections of the same courses. Orientation and evaluation of instructors teaching dual enrollment course sections rests with the appropriate academic department of the respective institution of higher education. The chief academic officer or designee must assure consistency and comparability of both orientation and evaluation across the institution. To assure comparability, academic departments must provide instructors with support services, including a designated on-campus faculty liaison.

Dual enrollment instructors must participate in the institution’s expected, relevant professional development and evaluation activities. Traditionally-delivered (non-online) dual enrollment offered in high schools should only be offered within reasonable commuting distance of the institution to facilitate on-site evaluation and supervision.

Dual enrollment courses should use the same assessment methods as traditional course offering. The college faculty in the relevant department must approve formative and summative assessment strategies and tools.

Citations: S.C. Code Ann. § 59-59-210(B) CHE Dual Enrollment Policy, “Structure and Administration of Dual Enrollment Offerings”(A) through (D), “Faculty Eligibility and Support,” (B) through (F), “Assessing Student Learning”

Course quality component Dual enrollment college courses offered to high school students by two-year and four-year colleges and universities must be equivalent in content and rigor to the equivalent college courses offered to college students and taught by appropriately credentialed faculty. Related policies and procedures established by the Commission on Higher Education for dual enrollment and guidelines for offering dual enrollment coursework and articulation to two-year and four-year colleges and universities for awarding of credit must be followed.

Students may take only courses that are applicable to baccalaureate degrees or to associate degrees offered by institutions accredited by the New England Association of Colleges and Schools, the Middle States Association of Colleges and Schools, the Southern Association of Colleges and Schools, the North Central Association of Colleges and Schools, the Western Association of Colleges and Schools, or the Northwest Association of Colleges and Schools.

Citations: S.C. Code Ann. § 59-59-210(B) S.C. Code Ann. Regs. 43-234 (South Carolina State Register Vol. 41, Issue 5, May 26, 2017)

Program reporting requirement Yes. Each institution must develop an annual report on dual enrollment offerings that demonstrates compliance with policy and procedures, to be submitted to the Division of Academic Affairs and Licensing of the Commission on Higher Education. Each technical college must send its annual report to the State Technical College System office, which must assemble a summary report for the technical college system and transmit it and the 16 institutional reports to the CHE. The commission on higher education must in turn publish an annual report on dual enrollment offerings in the prior year by public postsecondary institutions.

Citations: CHE Dual Enrollment Policy, “Demonstration of Policy Compliance and Reporting”

Program evaluation component 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.

Citations: CHE Dual Enrollment Policy, “Assessing Student Learning” (B)

Transferability
Public postsecondary institutions required to accept credits Yes, provided a general education course is on the list of universally transferable courses maintained by the South Carolina Commission on Higher Education. For technical education courses, dual enrollment credit must transfer to other public institutions if the student enrolls in a technical college after high school which allows for such a course to be counted toward an associate degree, diploma, or certificate.

Citations: S.C. Code Ann. § 59-59-210(B) (CHE Dual Enrollment Policy, “Limitations on Credit Earned and Transferability of Credit” (B), Transferable_courses.pdf


South Dakota
Program Basics
Statewide policy in place Yes
Definition or title of program Generally: High school dual credit (HSDC). Any high school student (9-12) can apply to an institution of higher education or a postsecondary technical institute as a special student. State subsidized: In 2018, H.B. 1099 established a state subsidized high school dual credit program for any student in grades 11 or 12. The board of regents Dual/Concurrent Credit Administration Guidelines use the following terms:
  • Dual Credit: College credit earned by a high school student who enrolls in a course offered by a postsecondary institution. The course grade is recorded on the high school and postsecondary transcripts.
  • Concurrent Enrollment: College credit earned by a high school student when course offered through his/her school district and taught by school district personnel.
  • Rising Scholar: Concurrent credit program offered in the Regental system to support high school based dual credit courses taught by qualified high school teachers at a third-party (reduced) tuition rate.
  • Campus Enrollment: High school juniors or seniors may enroll in regularly scheduled courses on campus, state sponsored centers, approved off-campus locations, or online on a space available basis. Students registering for campus enrollment courses must pay the respective full-tuition rate and applicable fees.

Citations: S.D. Codified Laws § 13-28-37, Chapter 96 (H.B. 1099, 2018) South Dakota Board of Regents Dual/Concurrent Credit Admin. Guidelines (7.1) https://www.sdbor.edu/administrative-offices/academics/academic-affairs-guidelines/Documents/7_Guidelines/7_1

Where courses provided
  • At high school (Concurrent Enrollment, Rising Scholar)
  • At institution of higher education or postsecondary technical institute (General, Dual Credit, Campus Enrollment)
  • Virtual program (Dual Credit, Campus Enrollment)
  • Other (Dual Credit: three University Center locations; Campus Enrollment: state sponsored centers, approved off-campus locations)

Citations: S.D. Codified Laws § 13-28-37, South Dakota Board of Regents Dual/Concurrent Credit Admin. Guidelines (7.1)

Postsecondary and/or secondary credit earned Both.

Concurrent Enrollment: Not specified. All students in a concurrent enrollment course should be enrolled for college credit. However, since meeting this standard is a problem for the state's smaller school districts, at a minimum more than 50% of the students in a high school-based dual enrollment course must be enrolled for college credit.

Citations: Generally: S.D. Codified Laws § 13-28-37 Dual credit/concurrent enrollment: South Dakota Board of Regents Dual Credit/Concurrent Guidelines 7.1 (5.2.3) (last revised 12/2017)

Students may take developmental/remedial courses through dual enrollment program Generally and Campus Enrollment: Not set in state policy

Dual Credit and Concurrent Enrollment: No. Dual credit courses must be included in Academic Affairs Council guidelines for meeting System Graduation Requirements. All students in a concurrent enrollment course should be enrolled for college credit.

Citations: South Dakota Board of Regents Dual/Concurrent Credit Administration Guidelines

CTE component Yes. Postsecondary technical institutes may accept students in grades 9-12 as special students.

Citations: S.D. Codified Laws § 13-28-37

Unique characteristics Private and home-schooled students may also participate.
Access
Offering mandatory or voluntary Voluntary
College partners can be 2-year/4-year/both Both
Student eligibility requirements Generally
  • Institution of higher education or postsecondary technical institute sets admission standards.
  • Other. Obtain district (or private school or tribal school, as applicable) approval of course(s) prior to enrolling. If student is receiving alternative instruction per § 13-27-3, approval of provider of alternative instruction prior to enrolling.
If a student receives a failing course grade in a postsecondary course, the student is ineligible to enroll in additional postsecondary courses under these provisions, absent a showing of good cause.

Dual Credit (HSDC):

For the High School Dual Credit Program, additional eligibility requirements apply. To participate in the HSDC program, students enrolled in public, private, or Bureau of Indian Education (BIE) school districts must have signed a Memorandum of Understanding (MOU) with the South Dakota Department of Education (SDDOE). Non-resident students enrolled in a South Dakota school district may enroll in HSDC coursework if approved by their local high school administrator. Students receiving education opportunities through alternative education are eligible to participate if the sponsoring parent has signed an MOU with the SDDOE.

The public institution of higher education or postsecondary technical institute offering the credit sets the admission standards.

Students enrolling in MATH 102 (or higher) or ENGL 101 (or higher) must meet placement requirements established in Board of Regents Policy 2:7 – Baccalaureate General Education Curriculum and the English and Mathematics Placement Guidelines.

In addition, students must gain approval from designated high school/home school administrator, who must ensure students approved to enroll have met one of the four requirements below: 

  • High school junior who meets one of the following requirements:
    • ACT composite score of 24 reflective of the 70% percentile
    • Rank in upper 1/3 of graduating class
    • Cumulative GPA 3.5 on 4.0 scale.
  • High school senior who meets one of the following requirements:
    • ACT composite score of 21 reflective of the 50% percentile
    • Rank in upper 1/2 of graduating class
    • Cumulative GPA 3.25 on 4.0 scale.
  • High school junior or senior who meets all of the following undergraduate admissions requirements: 
    • ACT score of 18 (or 21 for USD and SDSM&T)
    • Four years English
    • Three years advanced math
    • Three years lab science
    • Three years social studies
    • One year fine arts
  • Meet required score on one of the following:
    • 10th grade ACT Aspire Summative Assessment: ? 434 score
    • Accuplacer: 86 on Sentence Skills AND 76 on Elementary Algebra

Or, students may qualify by meeting the benchmarks on one of the assessments below:

  • 10th Grade ACT Aspire Summative Assessment – (Score 434 or higher)
  • Accuplacer (Sentence Skills – Score 86 or higher AND Elementary Algebra – Score 76 or higher).
Board of Regents Dual/Concurrent Credit Administration Guidelines also provide for the eligibility of foreign exchange students.

Continuing eligibility: Students must earn satisfactory grades in all HSDC coursework to maintain eligibility. A student earning an "F" in any term must be denied enrollment unless the following criteria are met: 
  • Cumulative GPA  2.5 in all prior HSDC coursework. Students meeting this criterion may enroll in courses the following semester, OR
  • Sit out one term (fall and spring semesters only), then repeat the failed course upon re-entry into the HSDC program. If repeating a failed course, students may be eligible to enroll in additional HSDC courses to not exceed a total of 9 credit hours. Waivers for not repeating a failed course can be approved by the System Vice President for Academic Affairs when good cause is shown.
Concurrent Enrollment: Students must meet one of the four requirements below: 
  • High school junior who meets one of the following requirements:
    • Meet ACT college-ready benchmarks in all subtests
    • Rank in upper 1/3 of their class
    • Score 70th percentile on a nationally standardized, norm-referenced test such as ACT or SAT
  • High school senior who meets one of the following requirements:
    • Meet ACT college-ready benchmarks in all subtests
    • Rank in upper 1/2 of their class
    • Score 50th percentile on a nationally standardized, norm-referenced test such as ACT or SAT
  • High school junior or senior who meets all of the following undergraduate admissions requirements: 
    • ACT score of 18 (or 21 for USD and SDSM&T)
    • Four years English
    • Three years advanced math
    • Three years lab science
    • Three years social studies
    • One year fine arts
Campus Enrollment:
  • High school juniors or seniors may enroll in regularly scheduled courses on campus, state sponsored centers, approved off campus locations, or online on a space available basis.
  • ​Students registering for campus enrollment courses must pay the respective full-tuition rate and applicable fees.

Citations: South Dakota Board of Regents Dual/Concurrent Credit Admin. Guidelines, Sec. 7 Other + failing course grade: S.D. Codified Laws § 13-28-37

Cap on number of credits students may earn Generally and Campus Enrollment: Not set in state policy

High School Dual Credit: Yes. No more than 9 credit hours in any academic term. Waivers to this threshold may be approved by the System Vice President for Academic Affairs with verification that the student has completed all attempted credit hours with a "B" or higher.

Concurrent Enrollment: Not set in state policy

Citations: Dual Credit: BOR Dual/Concurrent Credit Administration Guidelines (last. rev. 12/2017)

Students/parents must be notified of dual enrollment opportunities No
Counseling/advising is made available to students Not set in state policy
Finance
Who is primarily responsible for paying tuition Generally: Local decision. Students in grades 9-12 are allowed to take general education college courses as high school credit with students in the 11-12 grades earning college credit through the program. HB 1099 (2018) deleted provisions specifying that the district or the state may cover all or a portion of tuition and fees (district has that ability should it choose to do so, but is no longer codified); and deleted that the student is responsible for paying any tuition/fees not paid by the district or the state, and any other costs. HB 1099 also added a new section (described below) that adds tuition subsidies for 11th-12th graders.

State subsidized high school dual credit (for 11th-12th graders): Student pays subsidized rate of tuition. HB 1099 (2018) added a new section specifying that the Board of Regents is to set the tuition rate equivalent in 43% of the undergraduate off-campus tuition rate. It also added that the student taking the course is to pay an amount equal to 33.3% of the total high school dual credit tuition rate and a school district may pay any portion of the student's share. HB1099 also requires the state to pay an amount equal to 66.7% of the total high school dual credit tuition rate and prohibited any public institution of higher education or postsecondary technical institution offering the credit from requiring additional fees. The student, however, is responsible for any other costs involved with attending a postsecondary institution. (Undergraduate off-campus tuition is defined as the per-credit rate, as set by the Board of Regents, that was in effect on January first of the previous fiscal year. 

The South Dakota Department of Education will reimburse Board of Regents institutions at two times the rate established in the BOR Tuition and Fee Schedule. This rate is prorated per Board of Regents policy for courses resulting in "W" grades prior to the 60% date established in the academic calendar.

Concurrent Enrollment: $40 per credit hour (starting fall 2016, $48.33 per credit hour), if course is offered through the Externally Supported tuition rate (requires approval by the System Vice President for Academic Affairs). Students are expected to cover all instructional costs, including course materials, texts, and related instructional supplies. Student textbooks may be provided by the high school per local school/district policy. No additional course level fees (i.e., lab fees, program fees, discipline fees, laptop fees, delivery fees, etc.) may be assessed to students enrolled in concurrent enrollment coursework.

Campus Enrollment: High school juniors or seniors may enroll in regularly scheduled courses on campus, state sponsored centers, approved off-campus locations, or online on a space available basis. Students pay full-tuition rate and applicable fees.

Citations: Generally and state subsidized: South Dakota Codified Laws § 13-28-37 Concurrent Enrollment, Campus Enrollment: Dual/Concurrent Credit Administration Guidelines, (last rev. 12/2017)

How state funds participating high schools Equal
How state funds participating postsecondary institutions Equal
Ensuring Program Quality
Instructor qualifications component Generally and Campus Enrollment: Not applicable.

Dual Credit: Yes. All HSDC courses must be approved by the Board of Regents and included in the Academic Affairs Council guidelines for meeting System Graduation Requirements. 

Concurrent Enrollment: Yes. The expectation for concurrent enrollment coursework is that courses cover the material and content at the same level required for the same course offered at the postsecondary institution, and students are held to the same college-level standards. Credit may be granted students enrolled in concurrent credit offered through postsecondary institutions accredited through the National Alliance of Concurrent Enrollment Partnerships (NACEP), OR through postsecondary institutions that manage their programs using the NACEP standards.

The Dual/Concurrent Credit Administration Guidelines also specify: 
  • Instructor of record. The high school-based concurrent enrollment course must be taught by a high school teacher who has been approved by the postsecondary institution and who meets the standards used by the institution to hire adjuncts in the discipline. While a Master's degree in the subject/discipline teaching is preferred, faculty typically must have a Master's degree wtih 15 graduate hours in the subject/discipline taught.
  • Faculty mentor. A faculty member in the discipline of the course from the credit-granting university is assigned to and actively engaged as a mentor for the high school teacher.

Citations: South Dakota Board of Regents Dual/Concurrent Credit Administration Guidelines (last rev. 12/2017)

Course quality component

Dual credit courses offered by the postsecondary institution’s faculty members, are governed by the postsecondary institution’s policies and follow the postsecondary institution’s established processes for admissions, registration, billing and grade reporting. Concurrent enrollment courses provide high school students the opportunity to take college-credit bearing courses taught by college-approved high school teachers. Postsecondary institutions partner with local school districts and use qualified staff to deliver coursework to students who are prepared to complete college-level work. The expectation for coursework completed through concurrent credit opportunities is that the courses cover the material and content at the same level required for the same course offered at the postsecondary institution, and students are held to the same college-level standards.

The Dual/Concurrent Credit Administration Guidelines outline the following standards:
  • Course content. The course syllabus is devloped by the faculty of the institution granting credit. College courses require a minimum of 15 class hours (1 hour equals 50 minutes) of class time for each semester credit hour. Additional class hours for science laboratories must be specified.
  • Assessment. The preferred validation of student learning in the high school-based dual enrollment course for the Regental system is through the use of the national AP or CLEP exam instruments. An acceptable alternative is a student evaluation and assessment system developed jointly by the discipline faculty of the university and the high school teacher. Under this arrangement, high school students are expected to demonstrate the same mastery of the college course as is required of college students who take the same course on campus.
All students in a concurrent enrollment course should be enrolled for college credit. However, since meeting this standard is a problem for the state's smaller school districts, at a minimum more than 50% of the students in a high school-based dual enrollment course must be enrolled for college credit.

Citations: South Dakota Board of Regents Dual/Concurrent Credit Administration Guidelines, Sec. 7 (last rev. 12/2017)

Program reporting requirement Generally and Campus Enrollment: Not set in state policy

Dual Credit: Yes. One week after the completion of 60% of the semester, the Board of Regents (BOR) will supply the South Dakota Department of Education (SDDOE) with a complete list of student names as well as these data elements: 
  • Date of birth
  • Academic status
  • Ethnicity
  • School district
  • Home institution
  • Course name
  • Credit hours attempted
  • Sponsored amount
Two weeks after grades are posted, the BOR will provide the SDDOE with the academic performance for all participating students. 

Concurrent Enrollment: Each Regental institution offering concurrent enrollment courses in a given term must submit a list of courses to the System Vice President of Academic Affairs at the end of each semester. Each course list must include student grade performance.

Citations: South Dakota Board of Regents Dual/Concurrent Credit Administration Guidelines, Sec. 7 (4.8) (last rev. 12/2017)

Program evaluation component Not set in state policy
Transferability
Public postsecondary institutions required to accept credits No. By policy, dual credit course work will be accepted in transfer only if the college credit is granted by a university with which the South Dakota Board of Regents has a dual credit agreement, or the college credit is granted by an institution accredited by the National Alliance of Concurrent Enrollment Partnerships (NACEP). However, the Board of Regents' Dual/Concurrent Credit Administration Guidelines provide that most Regental institution credits are transferable among all Regental institutions and other regionally accredited institutions. Appendix C of the Guidelines provides a template for an agreement between the Board of Regents and an institution of higher education to facilitate transfer of college credits awarded to high school students enrolled in high school-based dual enrollment and dual credit courses.

Guidelines specify that academic courses will be transferred as meeting graduation requirements if the courses parallel the scope and depth requirements for the degree or if the courses meet electives required for the degree. Credit will not be given for duplication of courses. Undergraduate courses considered for transfer are subject to all BOR policies and any conditions for validation that may be prescribed by the accepting institution. When a university evaluates and accepts the transfer of undergraduate credit under the provisions of this policy, these courses will be recorded and equivalencies granted using specified guidelines.

Concurrent: High school courses for which students received college credit will not be entered as transfer credit, or given equivalent credit, unless one of the following conditions are met:
  • Validated by an AdvancedPlacement or CLEP score that meets Board of Regents guidelines for acceptance of credit;
  • The college credit is granted by a university with which the Board has a dual credit agreement; or
  • The college credit is granted by an institution meeting the accreditation standards of the National Alliance of Concurrent Enrollment Partnerships (NACEP).

Citations: South Dakota Board of Regents Dual/Concurrent Credit Administration Guidelines: 7.1 (last revised 12/2017)


Tennessee
Program Basics
Statewide policy in place Yes
Definition or title of program State offers several avenues. A statewide Dual Credit course is a postsecondary course, taught in a high school by certified secondary instructors, that incorporates postsecondary learning objectives and prepares a secondary student to sit for a dual credit challenge exam, administered under the supervision of postsecondary faculty or a consortium approved certified secondary instructor. Students who pass these challenge exams earn college credit accepted by all Tennessee public and private non-profit postsecondary institutions. Local education agencies must ensure all statewide dual credit courses incorporate the postsecondary learning objectives and that all students sit for the challenge exam.

A Dual Enrollment program allows a student to enroll in postsecondary courses for high school and postsecondary credit.  The course is taught by postsecondary faculty and may be offered on the postsecondary or high school campus.

Joint Enrollment refers to an arrangement between a high school and a postsecondary institution wherein a student enrolls in postsecondary classes while attending high school, but for which the student will receive credit from only one of the two institutions.

No title: A student may enroll in a course at a postsecondary institution or offered online by the institution. The student may receive high school credit for participating in such courses in accordance with local board policy. State funds to the local school system may not be diminished because of the student's participation.

Early admission into college may be considered for a 12th grader with a minimum 3.5 GPA and ACT composite score of at least 25 (or equivalent SAT score). A student must have written endorsement from the principal, counseling staff and the participating postsecondary institution. Freshman coursework taken at the institution will substitute for the courses needed for graduation from high school. 

Responses in this profile are specific to dual credit and dual enrollment. 

Citations: Dual credit: Tenn. Comp. R. & Regs. 0520-01-03-.06(4), T.C.A. § 49-15-102 Dual enrollment: T.C.A. § 49-15-102 Joint enrollment: Tenn. Comp. R. & Regs. 1640-01-19-.01(37) No Title: Tenn. ADC 0520-01-03-.06(4) Early admission: Tenn. ADC 0520-01-03-.06(4)(a) 

Where courses provided
  • At high school (Dual Credit, Dual Enrollment)
  • At postsecondary institution (Dual Enrollment, Early Admission)
  • Virtual program (Dual Enrollment)
  • Other.  At a facility owned or leased by an education partner, if any.
Every LEA is required to make available to students enrolled in its high schools opportunities to take at least 4 early postsecondary opportunities, as defined by the department of education. LEAs are encouraged to partner with other LEAs or institutions of higher education to provide early postsecondary credit courses. These opportunities may be provided through traditional classroom instruction, online or virtual instruction, blended learning, or other educationally appropriate methods. 

Citations: Tenn. Code Ann. § 49-15-106(d); Tenn. Comp. R. & Regs. 0520-01-03-.06(4)(b)
Dual enrollment at HS
Early postsec. opportunities: Tenn. Code Ann. § 49-6-414 (Acts 2017)

Postsecondary and/or secondary credit earned Dual credit and dual enrollment: Both

Citations: Tenn. Code Ann. § 49-15-106(a)

Students may take developmental/remedial courses through dual enrollment program Yes. A community college may develop a cooperative innovative program targeted to high school students who need postsecondary remediation. Such a student, upon certification by the community college of the student's successful participation and upon admittance to the postsecondary institution, must be deemed to need no further remediation.

A college of applied technology may develop a cooperative innovative program targeted to high school students who may need remediation in technical math and reading upon enrollment in a college of applied technology. If the remediation is successful, upon admittance to any college of applied technology, the student must be deemed to need no further remediation.

Citations: Tenn. Code Ann. § 49-15-105(b)(2), (3)

CTE component 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. 

Citations: Tenn. Code Ann. § 49-15-109(a)

Unique characteristics Private and home school students may apply  for a Dual Enrollment Grant.

Statute creates an Office of Postsecondary Coordination and Alignment in the division of career and technical education in the department of education, and a Consortium for Cooperative Innovative Education. The office is assigned various duties in statute related to early postsecondary credit and dual credit, including making recommendations to the consortium for cooperative innovative education for the development of specific early postsecondary credit opportunities.

The consortium is charged with (1) developing and implementing a program to align secondary and postsecondary courses, (2) developing and implementing early postsecondary credit opportunities, and (3) Create marketing channels to advise students of early postsecondary education opportunities (i.e., dual enrollment, dual credit, Advanced Placement (AP), College-Level Examination Program (CLEP), Cambridge and International Baccalaureate). The consortium may create an advisory committee to examine best practices in cooperative innovative education, suggest options to promote early college credit opportunities, and advise the consortium on workforce needs. The advisory committee must invite and encourage the Tennessee Chamber of Commerce and Industry, the Tennessee Business Roundtable and the Tennessee Independent College and Universities Association to participate in the advisory committee's activities.

Statute also directs the consortium to review existing dual credit pilot projects, determine the viability of these courses for statewide implementation, and implement courses determined to be viable. The consortium must also develop and implement statewide postsecondary courses, with accompanying challenge examinations, that reflect common learning outcomes established among the postsecondary institutions that already have the course in the individual institution's academic inventory. The initial statewide early postsecondary credit opportunities and their assessments were required to be piloted on a statewide basis in the 2013-2014 school year in high schools opting in. In succeeding years additional early postsecondary credit opportunities, including dual enrollment, must be developed as funds are made available.

The consortium, in cooperation with the office of postsecondary coordination and alignment, must develop a strategic plan for the establishment of statewide dual enrollment and dual credit opportunities.

The LEA and the participating postsecondary institution must determine for each course the length of time of instruction, which may be that required for public schools, or that required for the attainment of postsecondary learning outcomes.

It is the intent of the general assembly that funding for Tennessee HOPE scholarships, Tennessee HOPE access grants and Wilder-Naifeh technical skills grants take priority over funding for dual enrollment grants . Subject to legislative appropriations and laws regarding funding shortfalls from the net proceeds of the state lottery, the award for a credit hour taken under a dual enrollment grant must be determined by TSAC and may not exceed the cost per credit hour of courses taken at community colleges in the state university and community college system.

For a home-school student to be eligible for a General Assembly Merit Scholarship (GAMS), the student must, among other criteria, be enrolled in at least four college credit courses totaling at least 12 credit hours and earn a cumulative GPA of at least 3.0. (Public and private school students are not subject to this requirement.)  

If a dual credit or dual enrollment program has an education partner that is a public body, the program may use state, federal and local funds allocated or appropriated to that body. Use of funds is subject to any limitations or restrictions placed on those funds by federal or state law or local ordinance. The county governing body in a county where a program is located may nevertheless appropriate funds to a program approved under this chapter. The LEA and the cooperating public postsecondary institution are strongly encouraged to seek funds from sources other than state, federal and local appropriations.

A dual credit or dual enrollment program must comply with the campus’ laws and policies regarding the education of students with disabilities, and must comply with all statutes, regulations, policies and guidelines regarding student discipline. 

Citations: p1: § 49-4-930(f); Tenn. Comp. R. & Regs1640-01-19-.11(2) p2:§ 49-15-102, -104(c) p3:§ 49-15-103(b) p4: §49-15-104(a) p5: § 49-15-104(b) p6:§ 49-15-106(h) p7:§ 49-4-930(f) p8:§ 49-4-916(b)(3) (4) p9:§ 49-15-106(f), -107(d) and (e) p10:§ 49-15-106 

Access
Offering mandatory or voluntary Mandatory. Although voluntary prior to legislation enacted in 2017, beginning with the 2018-19 school year, every LEA must make available to students enrolled in its high schools opportunities to take at least four early postsecondary opportunities, as defined by the department of education.

Citations: Tenn. Code Ann. § 49-6-414 Tenn. Code Ann. § 49-7-155(f)

College partners can be 2-year/4-year/both Both
Student eligibility requirements Dual Credit: Not set in state policy 

Dual Enrollment: Not set in state policy. However, to be eligible for a Dual Enrollment Grant, a student must be in grades 11-12 and meet other eligibility criteria.

Early admission: Early admission into college may be considered for a 12th grader with a minimum 3.5 GPA and ACT composite score of at least 25.

Citations: https://www.tn.gov/content/tn/collegepays/money-for-college/tn-education-lottery-programs/dual-enrollment-grant.html

Cap on number of credits students may earn Not set in state policy. However, a student's participation in the Dual Enrollment Grant program, which covers 1 course per semester during grades 11 and 12 , is limited to the remaining amount of time normally required to complete the high school diploma, from the time of initial participation in the program. The grant is available for the regular fall and spring semester, and for summer semesters prior to graduation from high school for those students who did not exceed the maximum award during the regular school year. A dual enrollment grant is a lottery-funded grant that is available to qualified high school students who are also enrolled in an eligible postsecondary institution. 

Citations: Tenn. Comp. R. & Regs. 1640-01-19-.11(4); Tenn. Code Ann. § 49-4-930

Students/parents must be notified of dual enrollment opportunities No. However, the office of postsecondary coordination and alignment is required to 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.

Citations: Tenn. Code Ann. § 49-15-104(c)

Counseling/advising is made available to students 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 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. 

Citations: Tenn. Code Ann. § 49-15-104(c)(4) Tenn. Code Ann. § 49-7-155(c)

Finance
Who is primarily responsible for paying tuition If a program is funded through local, state or federal funds appropriated to an LEA, then no fee may be charged by the LEA or a public postsecondary institution to any student participating in the program.

A "dual enrollment grant" is defined as a grant for study at an eligible postsecondary institution that is funded from net proceeds of the state lottery and awarded to students who are attending high school and who are also enrolled in college courses at eligible postsecondary institutions for which they will receive college credit.

A dual enrollment grant, funded from net proceeds of the state lottery, is available to an 11th or 12th grader who is not ineligible for a state lottery-funded grant, has been a Tennessee resident for at least one year, before the grant application date, is admitted to an eligible postsecondary institution as a dual enrollment student, and completes the Dual Enrollment Grant Application. The student must submit the Dual Enrollment Grant application each academic year.

A student receiving a dual enrollment grant may enroll for 1 course per semester at an eligible postsecondary institution. Courses attempted as a dual enrollment student do not count toward the limitation on the receipt of a HOPE scholarship. To be eligible for a dual enrollment grant for a semester beyond the first semester of receipt, the student must continue to meet all eligibility requirements for the grant and achieve a minimum cumulative grade point average of 2.75 for all postsecondary courses attempted under a dual enrollment grant. However, if a student is a junior or senior, is receiving a dual enrollment grant, and has either (1) qualified academically for a Tennessee HOPE scholarship by earning the required composite ACT score or the equivalent SAT score, or (2) achieved an overall weighted GPA of 3.0 for all high school work completed before the semester of enrollment as a dual enrollment student, the student may enroll in two additional courses per semester  at an eligible postsecondary institution as a dual enrollment student. Financial assistance received for this additional course per semester must reduce the amount of any subsequent award of the Tennessee HOPE scholarship on a dollar-per-dollar basis. 

Funding for Tennessee HOPE scholarships, Tennessee HOPE access grants and Wilder-Naifeh technical skills grants take priority over funding for dual enrollment grants.  Subject to the amounts appropriated by the general assembly and any law relating to a shortfall in funds available for postsecondary financial assistance from the net proceeds of the state lottery, the award for a credit hour taken under a dual enrollment grant shall be determined by TSAC and must not exceed the cost per credit hour of courses taken at community colleges in the state university and community college system. 

Citations: 4-902(9), -930 Tenn. Code Ann. § 49-4-930; TN Public Act 2017, Ch.471, Comp. R. & Regs. 1640-01-19-.11(4), (5) Tenn. Comp. R. & Regs. 1640-01-19-.14(7) 

How state funds participating high schools Not defined. However, for any program approved under Chapter 49 (Cooperative Innovative High School Programs) the local board must allocate 100% of the state and local education funds that have been specified in the budget for that program. The per pupil expenditure must be based on the prior year average daily membership (ADM) of the LEA, unless the LEA receives an increased allocation, in which case the per pupil expenditure shall take into consideration the increase in the LEA's funding . All funds are to be spent according to the budget submitted in the program agreement or as otherwise revised by the LEA or applicant public postsecondary institution, subject to the requirements of state and federal law. If a program is funded through local, state or federal funds appropriated to an LEA, then no fee may be charged by the LEA or a public postsecondary institution to any student participating in the program. 

Citations: Tenn. Code Ann. § 49-15-107

How state funds participating postsecondary institutions Not defined
Ensuring Program Quality
Instructor qualifications component Yes. Dual Enrollment: Courses must demonstrate equivalent postsecondary course learning outcomes and equivalent faculty preparation in order for the course to be taught in the high school.

Dual Credit: College courses offered at the high school during the regular school day must be taught by licensed teachers or bona fide college instructors approved by the local school system and the postsecondary institution.  Instructor must attend state training provided by the Tennessee Department of Education. 

Any high school may replicate a dual credit class that is offered by a public four- or two-year institution or college of applied technology and approved by the consortium. Any consortium-approved dual credit class must include a postsecondary challenge examination, which students must pass with a cut score at least equal to the receiving institution’s minimum, to receive postsecondary credit. Prior to consortium approval of a dual credit class, representatives from the University of Tennessee system, Tennessee Independent Colleges and Universities, Locally Governed Universities, and the Tennessee Board of Regents must consult with faculty members at institutions in the major or program for which the class is designed as to whether approving the class would have any negative consequences on the institution or program’s accreditation. The consortium must consider faculty members’ concerns in its determination on approval of classes and cut scores. The chancellor of the board of regents and the president of the University of Tennessee (or designees) must convene postsecondary faculty to develop common learning outcomes and statewide challenge examinations, conduct reliability and validation activities to assure the quality and fairness of the examinations, establish cut scores, and report student scores to the division of career and technical education in the department of education. Validation requirements for postsecondary credit through a dual credit course must be determined by the postsecondary institutions and their respective governing boards. The Consortium for Cooperative Innovative Education is charged with establishing a process for developing challenge examinations consistent with the most current “Standards for Educational and Psychological Testing” developed jointly by the American Educational Research Association, American Psychological Association and National Council on Measurement in Education, resulting in a statewide challenge examination program for designated postsecondary courses. The office of postsecondary coordination and alignment must develop a secure database to allow postsecondary institutions to review scores from dual credit course challenge examinations, to evaluate scores for potential postsecondary credit. Any public institution of higher education may request the consortium to review a dual credit course and its challenge examination, if the institution perceives the course or its assessment to possess deficiencies. A public higher education institution may also challenge a high school’s right to continue offering a dual credit course should a perceived deficiency be demonstrated within the high school. The consortium must review the dual credit course, assessment or high school, and work with the high school(s) to remove any deficiencies. The consortium may also request that the class at a high school be withdrawn for the dual credit process until such deficiencies are corrected. The consortium may not approve a program if the program in any way adversely affects an institution’s accreditation. 

Citations: Dual enrollment: Tenn. Code Ann. § 49-15-104(b)(3) p2: Tenn. Comp. R. & Regs. 0520-01-03-.06(4) p3-5: Tenn. Code Ann. § 49-7-155(a)(1) through (5), § 49-15-109(b), § 49-15-104(b)(2), (c)(3), § 49-15-111(b), (c), § 49-7-155(d) 

Course quality component Yes. For the purpose of dual credit, the plan required by law to be developed by the Consortium for cooperative innovative education was supposed to establish a process for the development of challenge examinations consistent with the most current "Standards for Educational and Psychological Testing" developed jointly by the American Educational Research Association, American Psychological Association and National Council on Measurement in Education and must result in a statewide challenge examination program for designated postsecondary courses. Those dual credit courses identified within the plan that are part of the Tennessee transfer pathways must be developed in alignment with the Complete College Act of 2010, codified in § 49-7-202(e)(1) and (2).

Dual enrollment opportunities under this plan must demonstrate equivalent postsecondary course learning outcomes and equivalent faculty preparation in order for the course to be taught in the high school. 

Citations: Tenn. Code Ann. § 49-15-103 Tenn. Code Ann. § 49-15-104(a) and (b) 

Program reporting requirement Yes. The commissioner of education must publish an annual report, which must include a list of the dual enrollment courses taken by students in each LEA and a list of the dual enrollment courses taken by students in each of the LEA's schools that serve grades in which dual enrollment courses could be taken. The number of students taking dual enrollment courses and the percentage of students successfully completing dual enrollment courses must be reported by LEA and by school. This report must be distributed to (1) The governor; (2) The members of the general assembly; (3) The members of the state board of education; (4) State and local news media; (5) Local directors of schools; (6) Local boards of education; (7) Presidents of state and local education associations; (8) Presidents of state and local school board associations; (9) State and local parent-teacher organizations; (10) County mayors; (11) Mayors; (12) Local chambers of commerce; (13) Members of local legislative bodies; and (14) Local public libraries.

In addition, the Consortium for Cooperative Innovative Education must annually report to the house and senate education committees. The report must include a description of each program and an evaluation of its success. It must also include a report by (1) the board of regents and the trustees of the University of Tennessee of the number of students who receive early postsecondary credit and who are retained and graduate, and (2) the office of postsecondary coordination and alignment of the effectiveness of the secondary institutions in meeting the purposes of § 49-15-101, including participation numbers, graduation rates of the participants, and the number of students continuing into postsecondary education within 1 year of graduation. 

Citations: para 1: Tenn. Code Ann. § 49-1-211(a)(13) and (b) para 2: Tenn. Code Ann. § 49-15-108(b) 

Program evaluation component 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. 

Citations: Tenn. Code Ann. § 49-15-108(a) and (b)

Transferability
Public postsecondary institutions required to accept credits Yes. Dual Enrollment: Courses listed in the Tennessee Transfer Pathways are recognized for transfer credit by all Tennessee Board of Regents (TBR) institutions. Courses listed as general ed. typically meet all TBR institutions’ requirements; the link identifies those recognized only at specific institutions. If a dual enrollment student enrolls in an eligible public postsecondary institution after graduation from high school, then such institution shall not deny credit towards an associates or baccalaureate degree for any college course taken as a dual enrollment student if the student successfully completed the course, and, if the course was not taken at the institution in which the student enrolls after graduation from high school, the course qualifies for transfer credit. A peer institution (i.e., four-year, two-year, or college of applied technology) must award the student credit for a dual credit course if the student passes the course’s challenge examination with a score equal to or higher than the cut score required by the institution. However, each higher education institution awarding the credit determines whether the class credit is applied toward a major or the requirements of a specific program, or as an elective. A postsecondary institution may also set the cut score on the challenge examination results that is required for the award of credit in a major or a specific program or as an elective at the institution. Participating high schools and postsecondary institutions developing unique dual credit or dual enrollment opportunities (outside statewide courses) must notify students prior to such dual credit course being taught of the availability of transfer of the course. Private postsecondary institutions are encouraged to assess the statewide agreement produced by the consortium and determine which courses, if any, qualify for award of college credit at the institution. If a private institution determines a course qualifies for award of college credit, the institution, in addition to any institutional publication made of this fact, may notify the department of education of the potential for award of college credit for such course at the institution, for the department to disseminate this information to LEAs for notification of high school students. 

Citations: Statewide Dual Credit
Tenn. Code Ann. § 49-7-155(a(1) through (3), (c) Tenn. Code Ann. § 49-4-930(e) Tenn. Code Ann. § 49-15-104(b)(1) Tenn. Code Ann. § 49-15-109(d) 


Texas
Program Basics
Statewide policy in place Yes
Definition or title of program State policy primarily uses the term dual credit, but also uses concurrent enrollment, joint high school and college credit, articulated postsecondary courses/articulated postsecondary advanced technical credit courses, and dual enrollment to refer to high school students’ enrollment in postsecondary coursework for both secondary and postsecondary credit. In other sections of statute, concurrent enrollment applies to a postsecondary student enrolled at more than one institution at the same time. A district and public two- or four-year institution may enter into an agreement to offer any such courses.

A public junior college may enter into an agreement with a school district or private high school (within or outside the junior college district’s service area) to offer a course through which students may receive high school and junior college credit.

A public junior college may also enter into an articulation agreement with one or more school districts in the junior college district to provide a dropout recovery program to persons under age 26. The junior college must offer advanced academic and transition opportunities, including dual credit and college preparatory courses.

This profile does not include details about dropout recovery programs.

Citations: Tex. Educ. Code Ann. § 130.008 Tex. Educ. Code Ann. § 28.009, Dropout recovery: Tex. Educ. Code Ann. § 29.402(c)(3)

Where courses provided
  • At high school
  • At postsecondary institution
  • Online/Electronically

Citations: 19 Tex. Admin. Code 4.85(c)

Postsecondary and/or secondary credit earned Dual credit, concurrent enrollment, joint high school and college credit, articulated postsecondary courses/articulated postsecondary advanced technical credit courses, and dual enrollment: Both

Administrative code also allows for contractual agreements between school districts and public two-year colleges, for colleges to provide instruction in courses to high school students for award of high school credit only.

Citations: 19 Tex. Admin. Code § 9.143(a)

Students may take developmental/remedial courses through dual enrollment program Yes. Each school district must partner with at least one institution of higher education to develop and provide 12th grade courses in college preparatory mathematics and English language arts for students not meeting college readiness standards. A college preparatory course may be offered for dual credit at the institution of higher education’s discretion.

However, public colleges may not offer remedial and developmental courses for dual credit.

Citations: par. 1: Tex. Educ. Code Ann. § 28.014(a), (f) par. 2: 19 Tex. Admin. Code 4.85 (a)(4)

CTE component Yes. A dual credit course must be:
(1) in the core curriculum of the public institution of higher education providing college credit;
(2) a career and technical education course; or
(3) a foreign language course. 
To meet the requirement that districts offer the equivalent of at least 12 credit hours of college credit in high school, a district may offer 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.

Up to 5% of the biennial appropriation to the Texas Workforce Commission's Skills Development Fund, as well as funds available to the commission from other sources, may be awarded to a lower-division institution of higher education partnering with a school district, or to a school district to be used under an agreement with a lower-division institution of higher education, to support courses for joint high school and college credit, or offered  under a college-credit CTE program that leads to an industry-recognized license, credential, or certificate. Funds awarded may be used to purchase or repair necessary equipment for a course, and course curriculum development. A course supported under this provision must have the endorsement of, or a letter of support from, at least one employer in the state, and be targeted to address the needs of high-demand fields or occupations, as identified by the local workforce development board.

The Texas Workforce Innovation Needs Program provides selected school districts and public and private postsecondary institutions 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.

As part of the Jobs and Education for Texans (JET) Grant Program, the Texas Workforce Commission is authorized to award grants to defray the start-up costs of developing new CTE courses or programs at public junior colleges, public technical institutes, public state colleges and school districts. Such grants 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 commission 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. A public junior college, public technical institute, public state college or school district receiving a JET grant must provide matching funds, which may be obtained from any source available to the public junior college, public technical institute, public state college or independent school district, including industry consortia, community or foundation grants, individual contributions, and local governmental agency operating funds.

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.

Citations: p1: Tex. Educ. Code Ann. § 28.009(a-1)
p2: Tex. Labor Code Ann. § 303.003 (b-2)
p3: Tex. Educ. Code Ann. § 29.922
p4: Tex. Educ. Code Ann. §134.004, .006
p5: Tex. Educ. Code Ann. § 29.182(a), (b)(4)

Unique characteristics The institution of higher education in closest geographic proximity to a public high school identified as substantially below the state average in the number of graduates enrolling in higher education institutions must enter into an agreement with that high school to develop a plan to increase students’ college-going rates. Under the plan, the institution must actively engage with local school districts to provide access to rigorous, high-quality dual credit opportunities for qualified students as needed.

Each school district receives an annual allotment of $275 for each student in average daily attendance in grades 9-12. With certain exceptions, a district or campus must use such funds for any of five purposes, including implementing or administering a program that encourages students to pursue advanced academic opportunities, including early college high school programs and dual credit, Advanced Placement, and International Baccalaureate courses.

Statute directs the commissioner to establish by rule an academic distinction designation for districts and campuses for outstanding performance in attainment of postsecondary readiness. The criteria the commissioner adopts for the designation must include, among others, percentages of students who completed a dual credit course or an articulated postsecondary course provided for local credit.

A student may earn a performance acknowledgment on the student's transcript by satisfying the requirements for that acknowledgment adopted by the state board by rule. An acknowledgment under this subsection may be earned for outstanding performance in a dual credit course.

The state board must establish a process to review and approve an applied STEM course to satisfy a math or science course otherwise required under the foundation high school program. The applied STEM course must qualify as a dual credit course or an articulated postsecondary course provided for local credit or articulated postsecondary advanced technical credit course provided for state credit.

The commissioner of higher education and the commissioner of education, in consultation with the comptroller and the Texas Workforce Commission, may award a grant of up to $1 million to an institution of higher education to develop advanced mathematics and science courses to prepare high school students for employment in a high-demand occupation. (Definition of “high-demand occupation” for these purposes jointly determined by the commissioner of higher education, the commissioner of education, the comptroller, and the Texas Workforce Commission.) An institution of higher education must work in partnership with at least one independent school district and a business entity in developing a course under this grant. A course developed for these purposes must be offered for dual credit.

Students in dual credit courses must have access to the same or comparable support services that are 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), to learning materials (e.g., library resources), and to other benefits for which the student may be eligible.

Students pursuing the distinguished achievement high school program (a.k.a. advanced high school program - only available to students who entered grade 9 before the 2014-2015 school year) must achieve any combination of four “advanced measures,” one of which is college academic courses, including those taken for dual credit, and advanced technical credit courses, including locally articulated courses, with a grade of 3.0 or higher. Effective with students entering grade 9 in the 2014-15 school year, and available to students entering grade 9 in prior years who self-select into this option, students must complete the Foundation Program, and may earn a performance acknowledgement on the student's transcript for outstanding performance on any of several measures, including a dual credit course.

For courses offered through an agreement with a public junior college and a school district or private high school: Private school students and home school students may also participate. The public junior college must apply the same criteria and conditions to each student wishing to enroll in the course without regard to whether the student attends a public school or a private or parochial school, including a home school.

Citations: p1: Tex. Educ. Code § 51.810
p2: § 42.160, § 39.234(a)(2);
p3: § 39.202(2)(C);
p4: § 28.025(c-5)(1)(A);
p5: § 28.027(b), (c);
p6: § 61.861; p6: 19 Tex. Admin. Code § 4.85;
p7: 19 Tex. Admin. Code § 74.64(d), Tex. Educ. 28.025;
p9: § 130.008(e)

Access
Offering mandatory or voluntary Voluntary. However, each school district must offer the equivalent of at least 12 credit hours of college credit in high school, which may be offered through Advanced Placement, International Baccalaureate, dual credit, articulated postsecondary courses provided for local credit or articulated postsecondary advanced technical credit courses provided for state credit, or any combination thereof. Institutions are not required to offer dual credit courses.

Citations: Tex. Educ. Code § 28.009

College partners can be 2-year/4-year/both Both

Citations: 19 Tex. Admin. Code § 4.82, 4.85

Student eligibility requirements
  (1) A high school student is eligible to enroll in academic dual credit courses if the student:
  • Demonstrates college readiness by achieving the minimum passing standards under the provisions of the Texas Success Initiative (relating to College Ready and Adult Basic Education (ABE) Standards) on relevant section(s) of an assessment instrument approved by the Board; or demonstrates that he or she is exempt under the provisions of the Texas Success Initiative  relating to Exemptions, Exceptions, and Waivers.
(2) A high school student is also eligible to enroll in academic dual credit courses that require demonstration of TSI college readiness in reading, writing, and/or mathematics under the following conditions:
  • For courses that require demonstration of TSI college readiness in reading and/or writing: 
    • A Level 2 final recommended score, as defined by the Texas Education Agency (TEA), on the English II end-of-course exam (EOC); or
    • A combined score of 107 on the PSAT/NMSQT with a minimum of 50 on the reading test; or
    • A composite score of 23 on the PLAN with a 19 or higher in English or an English score of 435 on the ACT Aspire.
  • For courses that require demonstration of TSI readiness in mathematics, any of the following:
    • A Level 2 final recommended score, as defined by TEA, on the Algebra I EOC and passing grade in the Algebra II course; 
    • A Level 2 final recommended score, as defined by TEA, on the Algebra II EOC; 
    • A combined score of 107 on the PSAT/NMSQT with a minimum of 50 on the mathematics test
    • A composite score of 23 on the PLAN with a 19 or higher in mathematics or a mathematics score of 431 on the ACT Aspire.
(3) A high school student is eligible to enroll in workforce education dual credit courses in a Level 1 certificate program, or program leading to a credential of less than a Level 1 certificate, at a public junior college or public technical institute and must not be required to provide demonstration of college readiness or dual credit enrollment eligibility.

(4) For workforce education dual credit courses contained in a Level 2 certificate or applied associate degree program:
 (A) Courses that require demonstration of TSI college readiness in reading and/or writing:
  • If the student achieves a Level 2 final recommended score, as defined by the Texas Education Agency (TEA), on the English II State of Texas Assessment of Academic Readiness End of Course (STAAR EOC); or
  • Achieves a combined score of 107 on the PSAT/NMSQT with a minimum of 50 on the reading test; or
  • Achieves a composite score of 23 on the PLAN with a 19 or higher in English or an English score of 435 on the ACT-Aspire.

(B) Courses that require demonstration of TSI college readiness in mathematics:

  • If the student achieves a Level 2 final recommended score, as defined by TEA, on the Algebra I EOC and passing grade in the Algebra II course; or
  • Achieves a Level 2 final recommended score, as defined by TEA, on the Algebra II EOC; or
  • Achieves a combined score of 107 on the PSAT/NMSQT with a minimum of 50 on the mathematics test; or
  • Achieves a composite score of 23 on the PLAN with a 19 or higher in mathematics or a mathematics score of 431 on the ACT-Aspire.

(C) A student who is exempt from taking EOC assessments may be otherwise evaluated by an institution determine eligibility for enrolling in workforce education dual credit courses.

(5) Students who are enrolled in private or non-accredited secondary schools or who are home-schooled must satisfy applicable requirements listed above.

(6) To be eligible for enrollment in a dual credit course offered by a public college, students must meet all the college's regular prerequisite requirements designated for that course (e.g., minimum score on a specified placement test, minimum grade in a specified previous course, etc.). 

(7) An institution may impose additional requirements for enrollment in courses for dual credit that do not conflict with requirements listed above.

A THECB rule may not limit the grade levels at which a student is eligible.

To be eligible to enroll and be awarded credit toward state graduation requirements, a student must have the approval of the high school principal or other school official designated by the school district.
 

 



 

Citations: 19 Tex. Admin. Code § 4.85(b); Partnership: 19 Tex. Admin. Code § 9.144(b)(1); Grade levels: Tex. Educ. Code § 28.009(b) Approval: 19 Tex. Admin. Code § 74.25

Cap on number of credits students may earn No - student may be enrolled as part-time or full-time student. Legislation prohibits regulation from limiting the number of dual credit courses or hours a high school student may complete each semester or academic year, or during high school, or the grade levels at which a student may enroll.

Citations: Tex. Educ. Code § 28.009(b)

Students/parents must be notified of dual enrollment opportunities Yes. Districts must annually notify parents of students in grades 9-12 of opportunities to earn college credit, including through dual credit programs and joint high school and college credit programs. The notification must include the name and contact information of any public or private entity offering a college credit program in the district. A school district may provide this notification on the district's website.

In addition, during the first school year a student is enrolled in a high school, and again during each successive year of enrollment in high school, a school counselor must provide information to the student and the student's parent on the availability of programs in the district under which a student may earn college credit, including Advanced Placement programs, dual credit programs, joint high school and college credit programs, and International Baccalaureate programs. Counselors must provide information about availability of fee and/or tuition waivers to any student who was previously in the conservatorship of the Department of Family and Protective Services -- and report how many times this information was offered to the student.

Citations: par. 1: Tex. Educ. Code § 28.010 par. 2: Tex. Educ. Code § 33.007(b)(9) and (b-1)

Counseling/advising is made available to students 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.

Citations: par. 1: 19 Tex. Admin. Code § 4.85(g)(2) par. 2: 19 Tex. Admin. Code § 9.144(b)(4)

Finance
Who is primarily responsible for paying tuition Local decision. Higher education institutions and junior colleges with which a district has entered into an agreement may waive all or a portion of tuition and fees. If the institution does not provide a waiver, tuition is the responsibility of the student/parent.

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. 

Tuition and fees must be waived for a dual credit student under the conservatorship of the Department of Family and Protective Services, or for a student who exits the conservatorship of the Department of Family and Protective Services and is returned to his/her parent. The Texas Education Agency and the Texas Higher Education Coordinating Board must develop outreach programs to ensure that eligible students in grades 9-12 are aware of the availability of this exemption from tuition and fees.

Citations: Tex. Educ. Code Ann. § 54.216, 130.008(b) Tex. Educ. Code Ann. § 28.009(a-1), (a-2) Tex. Educ. Code Ann. § 54.366

How state funds participating high schools Equal

On a related note, any agreement between a high school and postsecondary institution must state the sources of funding for courses offered under the program, including, at a minimum, the sources of funding for tuition, transportation, and any required fees or textbooks for students participating in the program.

 

Citations: Tex. Educ. Code Ann. § 42.160 Tex. Educ. Code Ann. § 28.009 (b-2)

How state funds participating postsecondary institutions Equal, with qualifications. A college may only claim funding for students earning college credit in a core curriculum course, a career and technical education course that applies to any certificate or associate's degree offered by the institution providing course credit, and foreign language dual credit courses.

For a junior college offering a course through an agreement with a school district or private high school, the contact hours attributable to the high school student’s enrollment are included in the contact hours used to determine the junior college's proportionate share of the state money appropriated and distributed to public junior colleges, unless it is a physical education course.

Citations: p. 1: Tex. Educ. Code Ann. § 61.059(p); 19 Tex. Admin. Code § 4.85(i)(2) p. 2: Tex. Educ. Code Ann. § 130.008(c)

Ensuring Program Quality
Instructor qualifications component Dual credit: Yes. The college selects dual credit instructors. These instructors must be regularly employed faculty members of the college or meet the same standards (including minimal requirements of the Southern Association of Colleges and Schools) and approval procedures used by the college to select faculty responsible for teaching the same courses at the main campus of the college. The college must supervise and evaluate instructors of dual credit courses using the same or comparable procedures used for faculty at the main campus of the college. The college must ensure that a dual credit course and the corresponding course offered at the main campus of the college are equivalent with respect to the curriculum, materials, instruction, and method/rigor of student evaluation. These standards must be upheld regardless of the student composition of the class.

Regular academic policies applicable to courses taught at the college's main campus must also apply to dual credit courses (i.e., appeal process for disputed grades, drop policy, the communication of grading policy to students, when the syllabus must be distributed, etc.)

Courses offered through partnerships between secondary schools and public two-year colleges: The partnership agreement must address faculty qualifications, provision of student learning, and grading criteria.

For programs governed by an agreement between a school district or private school's governing organization and a public junior college: A course offered for joint high school and junior college credit must be taught by a qualifed instructor approved or selected by the public junior college. For these purposes an instructor is qualified if the instructor holds: 
  • A doctoral or master's degree in the subject of the course
  • A master's degree plus 18 graduate semester hours in the subject of the course
For a course offered in an associate's degree program not designed for transfer to a baccalaureate degree program: 
  • Either of the above requirements
  • A baccalaureate degree in the subject of the course
  • An associate's degree and demonstrated competencies in the subject of the course, as determined by the Texas Higher Education Coordinating Board.

Online courses: The Texas Education Agency pays the reasonable costs of evaluating and approving electronic courses. If funds are insufficient to pay for evaluating and approving all courses submitted for approval, the agency must give priority to paying the costs of evaluating and approving five types of courses, including courses that allow a student to earn college credit or other advanced credit.

Administrative code specifies the qualifications and professional development requirements applicable to secondary and college instructors offering electronic dual credit courses.

Citations: Dual credit: 19 Tex. Admin. Code § 4.85(e), (f), (g)(1) Other: 19 Tex. Admin. Code § 9.144(b); § 130.008(g) Online: Tex. Educ. Code § 30A.105(c)(3); 19 Tex. Admin. Code § 70.1005(a)(5); Tex. Educ. Code § 30A.111(c); 19 Tex. Admin. Code § 70.1027

Course quality component 2017 legislation requires that by August 31, 2018, the Texas Education Agency and the Texas Higher Education Coordinating Board jointly develop statewide goals for dual credit programs, including early college high school programs, career and technical education dual credit programs, and joint high school and college credit programs to provide uniform standards for evaluating those programs. 

The goals must address, at a minimum: (1) a dual credit program's achievement of enrollment in and acceleration through postsecondary education; (2) performance in college-level coursework; and (3) the development of an effective bridge between secondary and postsecondary education in the state.

Citations: Tex. Educ. Code § 28.009(b-1) 

Program reporting requirement Yes. Districts must annually report to the Texas Education Agency the number of students, including CTE students, who have participated in the college credit program (i.e., dual credit,  articulated postsecondary courses, Advanced Placement, International Baccalaureate, etc.), the number of courses in which students have enrolled, and the college credit hours students have earned. The Texas Higher Education Coordinating Board must collect student course credit data from public institutions of higher education to assist in this data collection. 

In addition, indicators for evaluating performance of districts and schools include measures such as students who earn dual course credits, students who complete an OnRamps dual enrollment course and students awarded an associate's degree. 

The higher education coordinating board must maintain for each public junior college, public technical institute, and public state college an online resume for the institution designed for use by legislators and other interested policy makers. The resume must include the percentage of students who are enrolled in one or more dual credit courses at the institution for the most recent state fiscal year for which the information is available (and compare to the previous year and last five years for which information is available).
 

Citations: para 1: Tex. Educ. Code Ann. § 28.009(c) and (c-1) para 2: Tex. Educ. Code Ann. § 51A.102(d)(1)(C) Tex. Educ. Code Ann. § 39.053

Program evaluation component 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/ethnicity, gender and socioeconomic status.

Citations: 19 TAC § 61.1099(a)(2), (b)

Transferability
Public postsecondary institutions required to accept credits Yes.  Each institution of higher education that offers freshman-level courses is required to adopt and implement a policy to grant undergraduate course credit to entering freshman students who have:
  • Successfully completed the International Baccalaureate Diploma Program;
  • Achieved required scores on one or more examinations in the Advanced Placement Program or the College–Level Examination Program; or 
  • Successfully completed one or more dual credit courses.
The policy adopted must provide that the institution may grant undergraduate course credit for a dual credit course only if (1) the course is in the core curriculum of the institution of higher education that offered the course; is a career and technical education course; or is a foreign language course. (This does not apply to a dual credit course completed by a student as part of the early college education program or any other early college program that assists a student in earning a certificate or an associate degree while in high school.)

In the policy, the institution is to:
(1) Establish the institution's conditions for granting course credit, including the minimum required scores on CLEP examinations, Advanced Placement examinations, and examinations for courses constituting the International Baccalaureate Diploma Program; and
(2) Identify the specific course credit or other academic requirements of the institution, including the number of semester credit hours or other course credit, that the institution will grant to a student who successfully completes the diploma program; achieves required scores on CLEP or Advanced Placement examinations, or successfully completes a dual credit course.

In establishing the minimum required score on an Advanced Placement exam for granting course credit for a particular lower-division course an institution of higher education may not require a score of more than three unless the institution's chief academic officer determines, based on evidence, that a higher score on the examination is necessary to indicate a student is sufficiently prepared to be successful in a related, more advanced course for which the lower-division course is a prerequisite.
 

Citations: Texas Educ. Code § 51.968


Utah
Program Basics
Statewide policy in place Yes
Definition or title of program Concurrent Enrollment

Citations: Utah Code Ann. Sec. 53E-10-302

Where courses provided
  • At high school
  • At postsecondary institution
  • Virtual program (The University of Utah is required to partner with all state universities to develop, as part of the concurrent enrollment program, concurrent enrollment courses that use a blended learning delivery model (e.g., videoconferencing) for accelerated foreign language instruction
  • Other (Videoconferencing and hybrid concurrent enrollment  ).  The Snow College Concurrent Enrollment Program is an additional venue for statewide videoconferencing. Snow College is to provide a consistent two-year schedule of concurrent enrollment courses delivered through interactive videoconferencing, to create a pathway, particularly for rural high school students, to earn college credits that apply toward an Associate of Science or Associate of Arts degree; or to satisfy scholarship requirements or other objectives that best meet the needs of individual students.
     

Citations: HS/PS institution: Utah Code Ann. Sec. 53E-10-302, -303 Accelerated foreign language: Utah Code Ann. Sec. 53E-10-307 Snow College: Utah Code Ann. § 53B-16-205.5  

Postsecondary and/or secondary credit earned Both

Citations: Utah Code Ann. Sec. 53E-10-302

Students may take developmental/remedial courses through dual enrollment program No

Citations: Utah Code Ann. § 53E-10-302

CTE component Yes. Concurrent enrollment courses may be career and technical education.

Citations: Utah Code Ann. § 53E-10-302

Unique characteristics The legislature must, subject to budget constraints, annually increase the money appropriated to the state board for concurrent enrollment based on (1) enrollment growth as demonstrated by increase in CE earned credits, and (2) the percentage increase in the value of the weighted pupil unit plus the percentage increase in the K-20 population.

The board of regents, after consultation with LEAs, must provide the Utah State Office of Education with proposed new course offerings, including syllabi and curriculum materials by November 15 of the year preceding the school year in which courses are to be offered. Concurrent enrollment funding is provided only for 1000 or 2000 level courses. Concurrent enrollment funding cannot fund unilateral parent/student initiated college attendance or course-taking.

Concurrent enrollment course offerings must reflect the strengths and resources of the respective institutions and be based on student needs.

Statute uses "designated institution of higher education" to mean an institution of higher education designated by the State Board of Regents to provide academic programming within a specific geographic region. An LEA must contract annually with its designated institution of higher education to sponsor CE courses. If the LEA's designated institution of higher education chooses to offer a specific concurrent enrollment course, the LEA must contract with that institution to provide the course. An LEA may contract with an institution that is not the LEA's designated institution of higher education if the LEA's designated institution of higher education chooses not to offer the course proposed by the LEA. Institutions have 30 days to respond to LEA CE course requests.

The State Board of Education and the State Board of Regents may develop and implement a concurrent enrollment course of study for accelerated foreign language students, including dual language immersion students. 

Citations: U.C.A. 1953 § 53F-2-409; Utah Admin. Code r. R277-713-4 (3), (5)(b), (8); Utah Code Ann. § 53E-10-303; Utah Code Ann. § 53E-10-307 

Access
Offering mandatory or voluntary Voluntary
College partners can be 2-year/4-year/both Both
Student eligibility requirements
  • Student in grades 9-12 who are enrolled in, and counted in average daily membership, in a high school within the state.
  • An LEA and an institution of higher education must establish qualifying academic criteria for an eligible student to enroll in a concurrent enrollment course, in accordance with State Board of Regents guidelines. Statute directs the State Board of Regents to provide guidelines to an institution of higher education for establishing qualifying academic criteria for a student to enroll in a concurrent enrollment course.  
  • Before allowing an eligible student to participate in concurrent enrollment, an LEA and an institution of higher education must ensure that the eligible student has, for the current school year:
    • Submitted the required USHE CE participation form
    • Signed an acknowledgment of program participation requirement
    • Has obtained parental permission.

Citations: Utah Code Ann. § 53E-10-301 through -304

Cap on number of credits students may earn Yes. State reimbursement to LEAs may not exceed 30 semester hours per student per year.

Citations: Utah Admin. Code r. R277-713-7(4)(b)

Students/parents must be notified of dual enrollment opportunities Yes

Citations: Utah Code Ann. § 53E-10-302(2)(b)

Counseling/advising is made available to students 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.
 

Citations: Utah Code Ann. § 53E-10-302

Finance
Who is primarily responsible for paying tuition The State Board of Regents or an institution of higher education may not charge a student tuition for a concurrent enrollment course. However, they may charge a one-time admission application fee and/or partial tuition (no more than $30 per credit hour for a course for which a student earns college credit).
An institution of higher education may not charge more than:
  • $5 per credit hour for an eligible student who qualifies for free or reduced price school lunch;
  • $10 per credit hour for a concurrent enrollment course that is taught at an LEA by an eligible instructor;
  • $15 per credit hour for a concurrent enrollment course that is taught through video conferencing.
The State Board of Education is required to allocate money appropriated for concurrent enrollment in proportion to the number of credit hours earned for courses taken where:
  • an LEA primarily bears the cost of instruction (60% of the money allocated goes to LEAs; 40% of the money goes to the State Board of Regents); and
  • an institution of higher education primarily bears the cost of instruction (in this case, 40% of the money goes to LEAs; 60% of the money goes to the State Board of Regents).
Subject to budget constraints, the Legislature must annually increase the money appropriated for concurrent enrollment in proportion to the percentage increase over the previous school year in kindergarten through grade 12 student enrollment; and the value of the weighted pupil unit.

Utah Navajo Trust Fund (UNTF): UNTF higher education scholarship funding is available to eligible San Juan County, Utah, Navajo students for studies at institutions of their choice. Concurrent Enrollment Program students must meet the eligibility criteria regarding all requirements for the UNTF Higher Education Scholarship & Financial Assistance Program with the following modifications:
  • Applicants must provide a letter of recommendation from his/her high school counselor or school officials for concurrent enrollment program participation. The letter should address the student's ability to meet the demands of concurrent enrollment.
  • Students must maintain at least a 3.0 GPA in their high school studies to be eligible for this program.
  • The maximum amount of UNTF assistance available annually is determined by the UNTF Board. The UNTF assistance can be increased by the UNTF Board of Directors based on the Utah colleges cost data that is maintained by the State of Utah Department of Education.

Citations: Utah Code Ann. § 53E-10-305 Utah Code Ann. § 53F-2-409 UNTF: Utah Admin. Code R. 661-6-101(2), 661-6-301(5)

How state funds participating high schools Equal, provided the student is enrolled in a concurrent enrollment program, and is earning high school and postsecondary credit. LEAs and institutions  receive funds only for courses on the CE master list (CEML) The CEML lists all postsecondary courses, by institution, approved by State Board of Education curriculum specialists for alignment to secondary curriculum.

The State Board allocates funding in proportion to the number of credit hours earned for courses taken based on whether an LEA primarily bears the cost of instruction (in which case 60% goes to the LEA; 40% to institution of higher education) or whether an institution of higher education primarily bears the cost of instruction (60% goes to the State Board of Regents; 40% goes to LEAs). Subject to budget constraints, the Legislature is required to annually increase the money appropriated for concurrent enrollment in proportion to the percentage increase over the previous school year in K-12 enrollment and the increase over the previous year of the weighted pupil unit.

Citations: Utah Admin. Code r. R277-713-7(4)(a) and Utah Admin. Code r. R277-419-6(11)(c)(i) and Utah Code Ann. 53F-2-409

How state funds participating postsecondary institutions Indeterminate – dependent on the state allocation for the concurrent enrollment program, which is based on a formula described in "who is primarily responsible for paying tuition?" in this database.

Citations: Utah Code Ann. § 53F-2-409

Ensuring Program Quality
Instructor qualifications component Yes. An institution of higher education faculty member is an eligible instructor. 
  • An LEA employee is an eligible instructor if the LEA employee:
    • Is licensed under "Education Professional Licensure"; 
    • Is supervised by an institution of higher education;
    • Meets the qualifications described in the policy established under Subsection (6)(a) and (6)(b) . Statute allows for an individual who teaches a concurrent enrollment course in the 2018-19 or 2019-20 school year to continue to teach the concurrent enrollment course in subsequent years);
    • To teach CE Math, must have an upper level mathematics credential issued by the State Board of Education.

Citations: Utah Code Ann. § 53E-10-302(6) Utah Code Ann. § 53E-10-302(5) 

Course quality component A concurrent enrollment course program may only include a course that:
  • Leads to a degree or certificate offered by an institution of higher education; and
  • Is one of the following: a general education course; a career and technical education course; a pre-major course;
  • Requires that the instructor of a concurrent enrollment course is an eligible instructor; and
  • Is designed and implemented to take full advantage of the most current available education technology.
The State Board of Education and the State Board of Regents must coordinate to establish a concurrent enrollment course approval process that ensures: Credit awarded for concurrent enrollment is consistent and transferable to all institutions of higher education; learning outcomes for a concurrent enrollment course align with core standards adopted by the State Board; and except for a foreign language concurrent enrollment course, an institution of higher education lower division course numbered 1000 to 2999.

Citations: Utah Code Ann. § 53E-10-302(1)(b) and -302(2) Utah Admin. Code r. 277-713-4 

Program reporting requirement
Yes. For the school performance report (public accountability report card) for each school and charter school, the board will award high school points proportional to the percentage of the school's students who achieve a C or better in a concurrent enrollment course. 

Each LEA must provide the superintendent with: (a) end-of-year expenditures reports; and (b) an annual report regarding supervisory services and professional development provided by a USHE institution.

The Board of Regents must annually report to the legislature’s Higher Education Appropriations Subcommittee on concurrent enrollment participation, including data on the higher education tuition not charged due to the hours of higher education credit granted through concurrent enrollment, tuition or fees charged to students, an accounting of the money appropriated for concurrent enrollment, and a justification of the statutorily-established split of program funds between local boards/charter schools and the board of regents.

Citations: Utah Code Ann. § 53E-5-207(4)(a); Utah Admin. Code R. R277-713-7(7)(b); Utah Admin. Code r 277-713-7 Utah Code Ann. § 53E-10-308 

Program evaluation component No
Transferability
Public postsecondary institutions required to accept credits Yes. Statute directs the State Board of Education and the State Board of Regents to coordinate to establish a concurrent enrollment course approval process that ensures credit awarded for concurrent enrollment is consistent and transferable to all institutions of higher education. Statute also requires an institution of higher education to accept concurrent enrollment credits on the same basis as credits earned by a full- or part-time student enrolled at the institution. 

Citations: Utah Code Ann. § 53E-10-302(2), -302(7)


Vermont
Program Basics
Statewide policy in place Yes

Citations: 16 V.S.A. § 944 

Definition or title of program The Dual Enrollment program includes college courses offered on the campus of an accredited postsecondary institution and on a secondary school campus, and may include online courses.

Citations: 16 V.S.A. § 944

Where courses provided
  • At high school (Dual Enrollment)
  • At postsecondary institution (Dual Enrollment)
  • Online program (Dual Enrollment)

Citations: 16 V.S.A. § 944

Postsecondary and/or secondary credit earned Both, upon successful completion of the course.

Citations: Dual Enrollment: 16 V.S.A. § 942.7(A)(B), 16 V.S.A. § 944(i)

Students may take developmental/remedial courses through dual enrollment program No. The Vermont Dual Enrollment Program Manual states that "remedial coursework offered by a college is not eligible for dual enrollment funding. These courses do not apply toward college graduation requirements."

Citations: Vermont Dual Enrollment Program Manual revised 2019
 

CTE component Yes. A student enrolled in a Vermont career technical center is eligible to participate in dual enrollment.

Citations: Dual Enrollment: 16 V.S.A. § 944(b)

Unique characteristics Private school students (to which the student's district of residence pays publicly funded tuition on the student’s behalf)), students in the High School Completion Program (who are assigned to schools and can earn a high school diploma), and home-schooled students may also participate, as can a student in an approved independent school that is designated as the public secondary school for the student's district of residence.
 
The Vermont State Colleges, the University of Vermont, and any other participating college/university must provide dual enrollment opportunities throughout the state.
 
Secondary schools must identify and provide necessary support for participating students, continue to provide services at their high school for students with disabilities, and provide support for a seamless transition to postsecondary enrollment upon graduation.
 
The Vermont Agency of Education manages the Dual Enrollment Program in Vermont.

Citations: 16 V.S.A. § 944 and Vermont Dual Enrollment Program Manual revised 2019

Access
Offering mandatory or voluntary Dual Enrollment: Mandatory

Citations: Dual Enrollment: 16 V.S.A. § 944(d)(1)

College partners can be 2-year/4-year/both Dual Enrollment: Both. A private institution accredited by the New England Association of Schools and Colleges or another regional accrediting agency recognized by the U.S. Department of Education may also participate.

Citations: 16 V.S.A. § 942(1)

Student eligibility requirements
  • Students who have completed grade 10 but have not received a high school diploma are eligible to participate if:
    • the student is enrolled in a Vermont public school, including a Vermont career technical center;
    • a public school in another state or an approved independent school that is designated as the public secondary school for the student’s district of residence; or an approved independent school in Vermont to which the student’s district of residence pay publicly funded tuition on behalf of the student;
    • the student is assigned to a public school through the High School Completion Program; or
    • if the student is is a home study student 
  • Other: 
    • Dual enrollment must be an element in the student's personalized learning plan. The secondary school and the postsecondary institution must also determine the student is sufficiently prepared to succeed in a dual enrollment course, which can be determined in part by the assessment tool or tools identified by the participating postsecondary institution.

Citations: Dual Enrollment: 16 V.S.A. § 944(b)(1), 16 V.S.A. § 944(b)(1)(B) and (C)

Cap on number of credits students may earn No. An eligible student may enroll in up to two dual enrollment courses prior to completion of secondary school for which neither the student nor the student’s parent or guardian shall be required to pay tuition. However, a school district has the authority to pay for more than the two courses per eligible student.

The Vermont Dual Enrollment Program Manual (revised 2019) additionally states that students are only eligible for a total of two state-funded vouchers and that each voucher covers the cost of tuition for up to a 4-credit course. 

Citations: 16 V.S.A. § 944(h) and Vermont Dual Enrollment Program Manual revised 2019

Students/parents must be notified of dual enrollment opportunities Not set in state policy. However, the Vermont Dual Enrollment Program Manual  (revised 2019) requires that high schools notify students and parents of the Dual Enrollment process and procedure for their school.

Citations: Vermont Dual Enrollment Program Manual revised 2019

Counseling/advising is made available to students 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.

Citations: 16 V.S.A. § 941

Finance
Who is primarily responsible for paying tuition An eligible student may enroll in up to 2 dual enrollment courses for which the student/parent are not required to pay tuition. The state pays tuition, and the tuition rate is equal to 20% or 90% of Community College of Vermont rate depending on whether course is taught by a secondary or postsecondary instructor. The state pays 50% of tuition from the Next Generation Initiative Fund and 50% for the Education Fund. A school district may enter into a contract to offer dual enrollment through a public or private postsecondary institution that is not affiliated with Vermont State Colleges or the University of Vermont; the institution may be in or out of state. A district may negotiate terms different from those set forth in statute, including the amount of tuition to be paid.
 
Once a district has paid for two courses, the student/parent is responsible for tuition. A school district may choose to pay for more than two courses per eligible student, but the state will not pay 100% of tuition for those additional courses.
 
2015 H.B. 490 provides for $72,000 to be transferred to the Vermont Student Assistance Corporation (VSAC) to fund a flat-rate, need-based stipend or voucher program for financially needy students enrolled in a dual enrollment course or in early college to be used for the purchase of books, cost of transportation, and payment of fees.
Provision directs the VSAC to establish program eligibility criteria, and to report on the program to House and Senate Committees on Education and Appropriations by January 15, 2016.

Citations: 16 V.S.A. § 944(b)(2), 16 V.S.A. § 944(f), 16 V.S.A. § 944(g), (16 V.S.A. § 944(h)) Sec. E. 605.1 of the FY 2019 Appropriations Act.

How state funds participating high schools As it pertains to the Dual Enrollment Program, the state does not fund participating high schools. The state reimburses the college/university directly based on number of participating students. According to the Vermont Dual Enrollment Program Manual the following guidance specifies different payment structures:
  • When the course is delivered on a college campus and the college pays the instructor, all colleges (except the Community College of Vermont (CCV)) are reimbursed the CCV rate for dual enrollment courses;
  • When the course is delivered on a college campus and CCV pays the instructor, CCV is reimbursed at 90% of their rate for CCV courses;
  • When a course is taught by a high school instructor and paid by the high school, participating colleges are reimbursed 20% of the CCV rate for dual enrollment.

Citations: 16 V.S.A. § 944(f) and Vermont Dual Enrollment Program Manual revised 2019

How state funds participating postsecondary institutions

The State pays 100% of the negotiated tuition owed to a public post-secondary institution if it agrees to the terms of 16 V.S.A. § 944(c)
 

    Citations: 16 V.S.A. § 944(f)

    Ensuring Program Quality
    Instructor qualifications component Yes. When a course is offered at a high school, the public postsecondary institution must retain authority to determine course content and work with the secondary school to select, monitor, support, and evaluate instructors.

    Citations: 16 V.S.A. § 944(c)(1)

    Course quality component

    When a dual enrollment course is offered on a secondary school campus, the public postsecondary institution retains the authority to determine course content. Courses offered on a postsecondary campus must be credit-bearing. In addition, the Agency of Education is tasked with evaluating all aspects of the Dual Enrollment Program and ensuring overall quality and accountability.

    Citations: 16 V.S.A. § 944(c)(1) 16 V.S.A. § 942(7)(b)

    Program reporting requirement Yes. The public postsecondary institution must send data related to student participation and success to the Secretary of Education and send data to the Vermont Student Assistance Corporation necessary for the Corporation's federal reporting requirements. The Secretary must annually report to the House and Senate education committees regarding the Dual Enrollment Program, including data relating to student demographics, levels of participation, marketing, and program success.

    Citations: 16 V.S.A. § 944(c)(3)

    Program evaluation component 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.

    Citations: 16 V.S.A. § 944(d)(3) and (e)

    Transferability
    Public postsecondary institutions required to accept credits No.

    Virginia
    Program Basics
    Statewide policy in place Yes
    Definition or title of program Dual Enrollment
    Where courses provided
    • At high school (for some community college courses)
    • At postsecondary institution
    Postsecondary and/or secondary credit earned Both

    Citations: 8 VAC 20-160-10

    Students may take developmental/remedial courses through dual enrollment program No

    Citations: 8 VAC 20-131-140 C(4)

    CTE component Yes. CTE choices must incorporate knowledge of regional workforce needs and opportunities and participation in work experiences such as internships, externships and other workplace experiences and attaining workforce and career readiness and industry credentials. 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.

    Beginning in the middle school years, students must be counseled on opportunities for beginning postsecondary education and opportunities for obtaining industry certifications, occupational competency credentials, or professional licenses in a career and technical education field prior to high school graduation. Such opportunities are to include access to at least three Advanced Placement (AP), International Baccalaureate (IB), or Cambridge courses or three college-level courses for degree credit.

    Each local board is required to provide annual notice on its website to enrolled high school students and their parents of (i) the availability of the postsecondary education and employment data published by the State Council of Higher Education on its website and (ii) the opportunity for such students to obtain a nationally recognized career readiness certificate at a local public high school, comprehensive community college, or workforce center.

    Citations: 8 VAC 20-131-100; 8 VAC 20-120-20; 8 VAC 20-131-140 C(4); VA Code Ann. § 22.1-253.13:1(D)(3)d

    Unique characteristics Private and home schooled students may also participate. 

    Through the Virginia Index of Performance (VIP) incentive program, the state board recognizes schools and school divisions that are annually increasing student enrollment in dual enrollment, AP or IB courses toward the state goal of 30%. An increase toward this goal earns a high school one VIP bonus point for the Board of Education Distinguished Achievement Award or Board of Education Excellence Award, and meets state goal for Governor’s Award for Educational Excellence.

    Students who complete the requirements for an Advanced Studies Diploma with an average grade of “B” or better, and successfully complete college-level coursework that will earn the student at least nine transferable college credits via dual enrollment or other options receive the Governor's Seal on the diploma.

    School Quality Profiles indicators include the percentage of students who take dual enrollment courses, the number of students obtaining board-approved industry certifications and passing state licensing exams and national occupational competency assessments and Virginia workplace readiness skills assessments while in high school, and the number of CTE completes who graduated. (8 VAC 20-131-270 A(2), A(3))

    Dual enrollment courses do not count toward accumulation of the 125% credit hour threshold, after which a postsecondary student who continues to be enrolled after completed 125% of the credit hours needed to satisfy the degree requirements for a specified undergraduate program is charged a surcharge for each additional semester enrolled.

    Community colleges must provide dual enrollment students access to appropriate student support programs, academic support services, and activities including access and user privileges to adequate library collections and services and any other learning information or resources.

    Citations: p1: VA Comm. College Policy Manual, Section 6.0.1.1; Governing Principles  2015;
    p2: VDOE
    p3: VAC 20-131-50(H)(1)
    p4: Va. Code Ann. § 23.1-509(C)
    p5: Governing Principles For Dual Enrollment Between Virginia's Public Schools and the Virginia Community College System, 2015

    Access
    Offering mandatory or voluntary Mandatory. All local boards must implement an agreement for postsecondary attainment with a community college, specifying the options for students to complete an associate's degree or a one-year Uniform Certificate of General Studies concurrent with a high school diploma. The agreement must specify the credit available for dual enrollment and Advanced Placement courses with qualifying exam scores of three or higher.

    Included in the state's goals for each higher education institution is: Consistent with its institutional mission, develop articulation agreements that have uniform application to all comprehensive community colleges and meet appropriate general education and program requirements at the baccalaureate institution of higher education, provide additional opportunities for associate degree graduates to be admitted and enrolled, and offer dual enrollment programs in cooperation with high schools

    Each local school board may enter into agreements for postsecondary credential, certification, or license attainment with comprehensive community colleges or other public institutions of higher education or educational institutions that offer a career and technical education curriculum. Such agreements must specify (i) the options for students to take courses as part of the career and technical education curriculum that lead to an industry-recognized credential, certification, or license concurrent with a high school diploma and (ii) the credentials, certifications, or licenses available for such courses.

    In addition, students must have access to at least three Advanced Placement (AP) courses, college-level courses for degree credit, International Baccalaureate (IB) courses, Cambridge courses, or any combination thereof.

     

    Citations: Va. Code Ann. § 22.1-253.13:1(D)(10) & (F); Va.Code Ann. § 23.1-1002(A)(6); 8 VAC 20-131-140(C)(4), 20-131-100

    College partners can be 2-year/4-year/both Both. In addition, each public institution of higher education must commit to the governor and the general assembly to offer dual enrollment programs in cooperation with high schools.

    Citations: Va. Code Ann. § 23.1-905.1

    Student eligibility requirements
    • Written approval of the high school principal prior to participation; 
    • The college must accept the student for admission to the course or courses; 
    • The course or courses must be given by the college for degree credits (no remedial courses will be accepted).
    • Other (for community colleges: parental permission, and achieving minimum score on English/writing, reading, and math on the Virginia Placement Test (VPT), Compass, Asset, PSAT, SAT, ACT, or SOL. There are differential minimum scores on these assessments for transfer courses and CTE courses.) Home school students must also provide a copy of a home school agreement approved by the school district or a letter from the local school board or a copy of the letter filed by the parent or legal guardian declaring home school. 

    Citations: Virginia Community College Policy Manual, Section 6.6.3; 8 VAC 20-131-140(C)(4)

    Cap on number of credits students may earn Not set in state policy
    Students/parents must be notified of dual enrollment opportunities Yes. All local boards are required to implement a plan to notify students and their parents of the availability of dual enrollment and advanced placement classes, career and technical education programs, including internships, externships, apprenticeships, credentialing programs, certification programs, licensure programs, and other work-based learning experiences; the International Baccalaureate Program, and Academic Year Governor's School Programs; the qualifications for enrolling in such classes, programs, and experiences; and the availability of financial assistance to low-income and needy students to take the advanced placement and International Baccalaureate examinations. This plan must include notification to students and parents of the agreement with a comprehensive community college in the Commonwealth to enable students to complete an associate degree or a one-year Uniform Certificate of General Studies concurrent with a high school diploma.

    Citations: Va. Code Ann. § 22.1-253.13:1(D)(11)

    Counseling/advising is made available to students

    Yes, for community colleges. Quality standards require that concurrent enrollment students are advised about the benefits and implications of taking college courses, as well as the college's policies and expectations. Also, standards require that the college provides concurrent enrollment students with access to learning resources and student support services. The concurrent enrollment program must also have a process to ensure students meet the college's course prerequisites and that registration and transcription policies and practices are consistent with those on campus.

    Beginning in the middle school years, students must be counseled on opportunities for beginning postsecondary education and opportunities for obtaining industry certifications, occupational competency credentials, or professional licenses in a career and technical education field prior to high school graduation.

    Citations: VCCS Policy Manual, Section 6.7.5; 8 VAC 20-131-140(C)(4)

    Finance
    Who is primarily responsible for paying tuition Local decision. However, under the Governing Principles for Dual Enrollment Between Virginia's Public Schools and the Virginia Community College System, approved summer 2015, full tuition and fees must be paid the community college, but when the course is taught at the high school by a qualified high school faculty member, the minimum amount the community college must reimburse the school division is 60% of tuition charged. Dual enrollment reimbursement rates may be increased up to 100% based on specified options negotiated by the community college and public school division.  Total reimbursement may not exceed 100% of the tuition charged. School divisions may not charge dual enrollment students or their families more than the actual cost of the tuition and fees charged. Reimbursement rates and justifications must be documented in the annual dual enrollment contract between the community college and the school division. 

    When courses are not taught by high school faculty members, the community college may, in order to reduce the net cost to students, reimburse the school division a portion of tuition in recognition of agreed-to contributions of resources provided by the school division.

    Any high school student not otherwise qualified for in-state tuition who is enrolled in community college courses for high school and community college credit pursuant to a dual enrollment agreement between the high school and community college must be charged at the Virginia in-state rate.

    Citations: p1-3: Governing Principles for Dual Enrollment Between Virginia's Public Schools and the Virginia Community College System, 2015

    How state funds participating high schools Equal

    Citations: Governing Principles for Dual Enrollment Between Virginia's Public Schools and the Virginia Community College System, 2015

    How state funds participating postsecondary institutions Equal

    Citations: Governing Principles for Dual Enrollment Between Virginia's Public Schools and the Virginia Community College System, 2015

    Ensuring Program Quality
    Instructor qualifications component Yes, for community college courses. Faculty standards are based on NACEP standards that specify:
    • All concurrent enrollment instructors must be approved by the appropriate college academic leadership and must meet the minimum qualifications for instructors teaching the course on campus. A college may not assign an unqualified concurrent enrollment instructor as a teaching assistant with a qualified college faculty member who is not directly teaching the course assigned as the course’s instructor of record.
    • Faculty liaisons at the college provide all new concurrent enrollment instructors with course-specific training in course philosophy, curriculum, pedagogy, and assessment prior to the instructor teaching the course.
    • Concurrent enrollment instructors participate in college-provided annual discipline-specific professional development and ongoing collegial interaction to further enhance instructors' pedagogy and breadth of knowledge in the discipline.
    • The concurrent enrollment program ensures instructors are informed of and adhere to program policies and procedures.

    Citations: VCCS Policy Manual, Section 6.7; Governing Principles for Dual Enrollment Between Virginia's Public Schools and the Virginia Community College System, 2015

    Course quality component Yes. Concurrent enrollment quality standards reflect national standards and best practices for dual credit as outlined by the National Alliance for Concurrent Enrollment Partnerships (NACEP) and aligns with regional accreditation standards set forth by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). NACEP Standards are measurable criteria that address quality in concurrent enrollment programs. The standards promote the implementation of policies and practices such that:
    • College courses offered in the high school are of the same quality and rigor as the courses offered on campus at the sponsoring college.
    • Students enrolled in concurrent enrollment courses are held to the same standards of achievement as students in on-campus courses.
    • Instructors teaching college courses through the concurrent enrollment program meet the academic requirements for faculty teaching in the college and are trained in course delivery and provided ongoing discipline-specific professional development.
    • Concurrent enrollment programs display accountability through program evaluation.

    Each college is to ensure that concurrent enrollment students' proficiency of learning outcomes is measured using comparable grading standards and assessment methods to on campus sections.

    Curriculum Standards: Courses administered through a concurrent enrollment program are college catalogued courses with the same departmental designations, course descriptions, numbers, titles, and credits.

    Standards require that each college ensures the concurrent enrollment courses reflect the learning objectives and the pedagogical, theoretical, and philosophical orientation of the respective college discipline. Also, college faculty or academic deans are expected to conduct site visits to observe course content, delivery, and student engagement to ensure the courses offered through the concurrent enrollment program are equivalent to the courses offered on campus.

    Concurrent enrollment partnership standards expect that: the concurrent enrollment program aligns with the college mission, is supported by the institution's administration and academic leadership and has ongoing collaboration with secondary school partners.

    H.B. 3 (2018) required that Requires the State Board for Community Colleges, in coordination with the State Council of Higher Education for Virginia, the Department of Education, and the Virginia Association of School Superintendents, to develop and implement (i) a plan to achieve and maintain the same standards regarding quality, consistency, and level of evaluation and review for dual enrollment courses offered by local school divisions as are required for all courses taught in the Virginia Community College System and (ii) a process and criteria for determining whether any dual enrollment course offered in the Commonwealth that meets or exceeds such standards is transferable to a public institution of higher education as (a) a uniform certificate of general studies program or passport program course credit, (b) a general elective course credit, or (c) a course credit meeting other academic requirements of a public institution of higher education.

    The state board is required to prepare and administer a plan to standardize the courses offered, and the quality and content of such courses, offered across all comprehensive community colleges, as well as to standardize the application and registration process at all comprehensive community colleges. Such plan is to allow for a comprehensive community college to provide additional courses, beyond the standard class content offered across the System, that meet specific regional interests and needs. Regional courses are to be subject to the standards of quality applied to all courses offered in the System.

    Citations: Virginia Community College Policy Manual, Sec. 6.7; Va. Code Ann. § 23.1-905.1; Va. Code Ann. § 23.1-2904 (7-9) 

    Program reporting requirement Yes. Each secondary school’s School Performance Report Card must include the percentage of students who take college-level courses, including dual enrollment courses.

    The State Council of Higher Education is required to annually report to the House Committee on Education and the Senate Committee on Education and Health on the implementation of the course credit policy by each public institution of higher education.

    In addition, community colleges and public schools divisions must work together to provide tracking data on the performance of dual enrollment students, including credits completed, college courses attempted and completed, cumulative GPA, high school graduation data, and any other data agreed upon. The specific data elements will be reported by the community college on a regular basis.

    Citations: p1: 8 VAC 20-131-270(A)(2)(f)(3) p2; Va. Code Ann. § 23.1-905.1 p3: Governing Principles for Dual Enrollment Between Virginia's Public Schools and the Virginia Community College System, 2015

    Program evaluation component Yes, for community colleges. The state board is required to develop and implement accountability measures to periodically (not less than every three years) review the performance of each comprehensive community college to ensure that all standards established by the Board are being met, with a goal of ensuring a consistent quality of education and opportunity across the System. If it is found that such standards are not being met at a particular institution, the Board is required to develop a plan for corrective action specific to the issues presented at that institution.

    In addition, colleges are expected to conduct end-of-term course evaluations for each concurrent enrollment course to provide instructors with feedback. Each college is required to conduct and report regular and ongoing evaluations of the concurrent enrollment program effectiveness and use the results for continuous improvement.

    Citations: VA Code Ann. § 23.1-2904 (7-9) VCCS Policy Manual, Section 6.7.6

    Transferability
    Public postsecondary institutions required to accept credits Yes. H.B. 919/S.B. 631 (2018) required: (i) the Virginia Community College System to develop a 15-credit-hour Passport Program and a 30-credit-hour Uniform Certificate of General Studies Program to be offered at each comprehensive community college and for which courses are transferable, except in certain circumstances, to each baccalaureate public institution of higher education; and (ii) each baccalaureate public institution of higher education to develop pathway maps that clearly set forth the courses that a student at a comprehensive community college is encouraged to complete prior to transferring to the baccalaureate institution. Requires the State Board for Community Colleges, in coordination with the State Council of Higher Education, the Department of Education, and the Virginia Association of School Superintendents, to develop and implement: (i) a plan to achieve and maintain the same standards regarding quality, consistency, and level of evaluation and review for dual enrollment courses offered by local school divisions as are required for all courses taught in the Virginia Community College System; and (ii) a process and criteria for determining whether any dual enrollment course offered in the Commonwealth that meets or exceeds these standards is transferable to a public institution of higher education as: (a) a Uniform Certificate of General Studies program and a one-semester Passport Program to be offered at each comprehensive community college. course credit, (b) a general elective course credit, or (c) a course credit meeting other academic requirements of a public institution of higher education. State transfer tool: The Council is required to develop, in cooperation with the Systemand each public institution of higher education, a State Transfer Tool that designates each general education course, in addition to the courses that comprise the Uniform Certificate of General Studies Program and the Passport Program, that is offered in an associate degree program at an associate-degree-granting public institution of higher education and transferable for course credit to a baccalaureate public institution of higher education. Each baccalaureate public institution of higher education is required to update its transfer agreements immediately following any program modifications and to send a copy of its updated agreement and any other transfer-related documents and resources to the System. The Council is also required to send to the System a copy of any transfer-related guidelines and resources. The System must maintain an online portal that allows access to all such agreements, documents, and resources. The online portal must also include (i) documents and resources related to course equivalency, (ii) pathway maps, (iii) the transfer tool, (iv) information regarding dual enrollment courses, and (v) any other information required to be included by law or deemed relevant by the System. The online portal is to be available to the public on the websites of the Council, the System, each public institution of higher education, and each school division offering a dual enrollment course.

    Citations: Superintendent's Memo #154-18, June 15, 2018, VA Code Ann. § 23.1-905.1, 
    Va. Code Ann. § 23.1-907, Va. Code Ann. § 23.1-908 


    Washington
    Program Basics
    Statewide policy in place Yes
    Definition or title of program State has multiple programs:

    Dual Credit is generally defined as a program, administered by either an institution of higher education, a high school, or contractual agreement between the two, through which 11th and 12th graders apply to a participating institution of higher education to enroll in courses or programs and simultaneously earn high school and college credit.

    Running Start allows students to apply to a participating institution of higher education to enroll in courses or programs offered by the institution.

    College in the High School programs, governed by a local contract between the district and the institution of higher education, allow students to earn high school and college credit.

    Community and technical colleges may contract with local common school districts to provide occupational and academic programs for high school students.

    The state also has a participation in high school completion pilot program that allows a student under age 21 who has completed all graduation requirements except exit exam requirements to enroll in courses or a program of study made available by a participating community or technical college.

    Unless otherwise noted, policies in this profile refer to dual credit generally, Running Start, or College in the High School.

    Citations: 1: RCW 28B.15.821 2: RCW 28A.600.310(1) 3: RCW 28A.600.290 4: RCW 28B.50.533 5: 28A.600.405

    Where courses provided Dual Credit:
    • Not specified
    Running Start:
    • At high school
    • At postsecondary institution
    • Virtual program. Students may take Running Start, University of Washington extension, Washington Online, and other online programs for college credit.
    College in the High School:
    • Not specified

    Citations: Running Start: 28A.600.360, 28A.300.119)(3)

    Postsecondary and/or secondary credit earned All programs: Both

    Citations: Dual credit: RCW 28B.15.821 Running Start: 28A.600.350, .360 College in the High School: RCW 28A.600.290(5)(d), (e)

    Students may take developmental/remedial courses through dual enrollment program Running Start: No

    College in the High School: Not set in state policy

    Citations: Running Start: WAC 392-169-045(3)(a)

    CTE component 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 must 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.

    College in the High School: Yes. Programs may include both academic and career and technical education.
     

    Citations: 1: RCW 28B.50.531, 28A.700.030(1), 28A.700.060(2)(c), 28A.700.080(1)(b), 28A.700.010(2)(e), RCW 28A.700.040 College in the HS: RCW 28A.600.290(3)

    Unique characteristics Running Start: Home-schooled and private school students may also participate. Once a pupil has been enrolled in a postsecondary course or program, the student may not be displaced by another student. Once a pupil has been enrolled in a postsecondary course or program, the student may not be displaced by another student.

    A community or technical college may issue a high school diploma or certificate. A Running Start participant who completes an associate’s degree must be awarded a high school diploma from the college upon written request from the student.

    Dual credit generally: 2015 H.B. 1546 directs the student achievement council, in collaboration with the state board for community and technical colleges, the office of the superintendent of public instruction, and the public four-year institutions, to make recommendations to the legislature to streamline and improve dual credit programs in Washington with particular attention to increasing participation of low-income and/or students who are currently underrepresented in Running Start, AP, International Baccalaureate, and Cambridge International programs.

    Legislation encourages each local board to adopt an academic acceleration policy for high school students, under which the district automatically enrolls each student who meets the state standard on the high school statewide student assessment in the next most rigorous level of advanced courses offered by the high school. Students who successfully complete such an advanced course are then enrolled in the next most rigorous advanced course, with the objective that students will eventually be automatically enrolled in courses that offer the opportunity to earn dual credit for high school and college. Districts must notify students and parents regarding the academic acceleration policy and the advanced courses available to students, and provide parents an opportunity to opt out of the academic acceleration policy and enroll a student in an alternative course.

    Legislation, subject to appropriation of funds, also establishes the academic acceleration incentive program, to award funds to support teacher training, curriculum, technology, examination fees, textbook fees and other costs associated with offering dual credit courses (i.e., College in the High School, Advanced Placement, International Baccalaureate, Cambridge Advanced International Certificate of Education Examination (AICE), Tech Prep, online courses), including transportation for Running Start students to and from the institution of higher education. Half of appropriated funds must be awarded via competitive grants on a one-time basis for high schools to expand the availability of dual credit courses. (To be eligible, districts must have adopted an academic acceleration policy.) Priority in awarding grants must be given high schools with a high proportion of low-income students, and high schools seeking to develop new capacity for dual credit courses rather than proposing marginal expansion of current capacity. The remaining half of funds must be awarded districts as an incentive award for each student who earned dual credit for courses offered by the district’s high schools in the previous school year. Districts must distribute the award to the high schools that generated the funds. The award amount for free- and reduced-price lunch students who earn dual credits must be set at 125% of the base award for other students. A student who earns more than one dual credit in the same school year counts only once for the purposes of the incentive award. The office of the superintendent of public instruction must report to the education policy committees and the fiscal committees of the legislature, by January 1st of each year, information about the demographics of the students earning dual credits in the schools receiving grants under this section for the prior school year.

    Institutions of higher education are encouraged to review their policies and procedures regarding financial aid for students enrolled in dual credit programs (i.e., programs administered by a high school or postsecondary institution for 11th and 12th graders to enroll in an institution’s courses or programs and earn high school and college credit). Institutions are also encouraged to implement policies and procedures providing students enrolled in dual credit programs with the same access to institutional aid, including all educational expenses, as provided to resident undergraduate students.

    Each institution of higher education, including technical colleges, must deposit a minimum of 3 ½% of revenues collected from tuition and services and activities fees in a locally-held institutional financial aid fund. Moneys in the fund must be used only for specified purposes, including to provide financial aid to high school students enrolled in dual credit programs. Moneys from this fund may be used for all educational expenses related to a student's participation in a dual credit program including tuition, fees, course materials, and transportation.

    The office of the superintendent of public instruction must compile information about online learning programs for high school students to earn college credit and place the information on its website. Examples of information to be compiled and placed on the website include links to purveyors of online learning programs, comparisons among various types of programs regarding costs or awarding of credit, advantages and disadvantages of online learning programs, and other general assistance and guidance for students, teachers, and counselors in selecting and considering online learning programs. The office must use the expertise of its Digital Learning Department and Washington Online to provide assistance and suggest resources.

    The superintendent of public instruction and the office of student financial assistance must develop advising guidelines to assure that students and parents understand that college credits earned in high school dual credit programs may impact eligibility for financial aid.

    A high school that demonstrates improvement in its dropout prevention score in comparison to baseline school year may receive a PASS program award. The office of the superintendent of public instruction must determine the amount of PASS program awards based on appropriated funds and eligible high school, to provide an award to each eligible high school commensurate with the degree of improvement in the high school's dropout prevention score and the high school’s size. A high school must use 90% of an award for dropout prevention activities, which the school principal must determine after consultation with parents and certified school staff. Among the activities for which a school may use PASS funds are (1) Outreach and counseling to students identified as at risk of dropping out of school, or who have dropped out of school, to encourage them to consider alternatives such as running start and other options for completing a high school diploma, and (2) Preapprenticeship programs or running start for the trades initiatives.

    Districts in Washington and community colleges in Idaho and Oregon may enter into cooperative agreements to allow 11th and 12th grade students to earn high school and postsecondary credit. Such agreements must adhere to RCW 28A.600.310 through .360 and 28A.600.380 through .400. A district agreement may allow the community college to accept an amount less than the statewide uniform rate set in RCW 28A.600.310(2) if the community college does not charge students tuition and fees. To the extent feasible, such agreements must permit students to attend the community college without paying tuition or fees. Agreements may not permit community colleges to charge nonresident tuition and fee rates. Agreements must ensure that students may enroll only in courses transferable to the Washington two-year, tribal and select four-year institutions from which students in traditional dual enrollment programs would earn postsecondary credits.

    The state’s Student Achievement Council must collaborate with the appropriate state agencies and stakeholders, including the state board of education, the office of the superintendent of public instruction, the state board for community and technical colleges, the workforce training and education coordinating board, and the four-year institutions of higher education to improve student transitions and success including recommending policies that require coordination between or among sectors such as dual high school-college programs, and awarding college credit for advanced high school work.

    College in the High School: Running Start courses must also be open for registration to matriculated students at the participating institution of higher education and may not be a course consisting solely of high school students offered at a high school campus.

    Citations: 1: 28A.600.310(1)(c), 28A.600.340 2: 28B.50.535(2) 3: 2015 H.B. 1546 4: 28A.320.195 5: 28A.320.196 6: 28B.92.086 7: 28B.15.820(1), (11) 8: 28A.300.119(1) 9: 28A.600.285 10: 28A.175.145 11: 28A.600.385 12: 28B.77.020(7)(c) 13: 28A.600.310(1)(b)

    Access
    Offering mandatory or voluntary All programs: Voluntary

    Dual Credit generally: While offering of dual credit is voluntary, legislation encourages each local board to adopt an academic acceleration policy for high school students, under which the district automatically enrolls each student who meets the state standard on the high school statewide student assessment in the next most rigorous level of advanced courses offered by the high school. Students who successfully complete such an advanced course are then enrolled in the next most rigorous advanced course, with the objective that students will eventually be automatically enrolled in courses that offer the opportunity to earn dual credit for high school and college. The legislation provides funds

    Citations: Running Start: RCW 28A.600.310(1) Academic acceleration policy: RCWA 28A.320.195

    College partners can be 2-year/4-year/both Dual Credit: Both

    Running Start: Two-year and select four-year institutions if the governing board decides to participate (Central Washington University, Eastern Washington University, Washington State University, and the Evergreen State College are authorized. The Evergreen State College does not participate at this time). Accredited tribal colleges may also participate.

    College in the High School: Both. Accredited tribal colleges may also participate.

    Citations: Running Start: 28A.600.300 College in the High School: 28A.600.290(7)(a)

    Student eligibility requirements Dual Credit:
    • Not specified
    Running Start:
    • Meet entrance requirements set by postsecondary institution
    • Student in grades 11-12
    College in the High School:
    • Not specified. The high school and institution of higher education together define student eligibility criteria.
    • Student in grades 10-12
    Legislation directs the superintendent of public instruction to adopt rules for the administration of College in the High School. These rules must outline eligibility standards that are informed by nationally recognized standards or models.

    Citations: Running Start: 28A.600.310(1) College in the High School: 28A.600.290(5)(a), (6)

    Cap on number of credits students may earn Running Start: Yes. Running Start dollars will fund no more than a maximum of 15 quarter credits (1.0 FTE) per term, assuming no more than .2 FTE enrollment in the high school. A student first enrolling in grade 11 may not take more than the equivalent of two years' coursework; a student first enrolling in grade 12 may not take more than the equivalent of one year's coursework.

    College in the High School: Not set in state policy

    Citations: Correspondence with state contact, RCW 28A.600.330

    Students/parents must be notified of dual enrollment opportunities Programs generally: Yes. Each high school and any other school serving grade 9 must deliver to each parent of a student in any grades 9-12 information about entrance requirements and availability of local programs offering college credit, including Running Start, College in the High School, Advanced Placement, Tech-Prep, skill centers, and International Baccalaureate programs. The information may be included with other information the school regularly mails to parents. In addition, each senior high school and any other public school that includes 9th grade must include the names and contact information of other public or private entities offering such programs to its 9th through 12th grade students if the school has knowledge of such entities.

    In addition, high schools must ensure that parents and students have opportunities to learn about online learning programs, such as Running Start, University of Washington extension, Washington Online, and other programs and providers that meet qualifications to offer courses that high schools may accept for credit toward graduation requirements or that offer courses generally accepted for credit by public institutions of higher education in Washington. High schools must also ensure teachers and counselors have information about these online learning programs and are able to assist parents and students in accessing the information.

    Running Start: Yes. Districts must provide general information about Running Start to all students in grades 10-12 and to their parents, including information about the opportunity to enroll in the program through online courses available at community and technical colleges and other state institutions of higher education.

    College in the High School: Yes. Participating districts must provide general information about the College in the High School program to all students in grades 9-12 and to those students’ parents.

    Citations: 1: 28A.300.118(2) 2: RCW 28A.300.119(2), (3) 3: RCW 28A.600.320 4: RCW 28A.600.290(5)(g)

    Counseling/advising is made available to students 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

    Citations: 28A.600.310(3)(b)

    Finance
    Who is primarily responsible for paying tuition Running Start: Combination of state and student/parent, although funds paid by the state through districts are not deemed tuition or operating fees. The superintendent of public instruction allocates funds appropriated for basic education to school districts for purposes of making payments to postsecondary institutions, and for granting school districts 7% thereof to offset program related costs. Each participating district transmits to the institution of higher education an amount per each full-time equivalent college student at statewide uniform rates for vocational and nonvocational students. The superintendent of public instruction, participating institutions of higher education, and the state board for community and technical colleges must consult on the calculation and distribution of the funds.

    At community or technical colleges, in lieu of tuition and fees, students pay all other mandatory fees. The state board for community and technical colleges may authorize a fee of up to 10% of tuition and fees. All other institutions of higher education may charge students a fee of up to 10% of tuition and fees, in addition to technology fees, in lieu of tuition and fees. In both instances, fees must be prorated based on credit load.

    Students may pay fees with advanced college tuition payment program tuition units at a rate set by the advanced college tuition payment program governing body.

    Institutions must make fee waivers available to low-income students, and establish written policies to determine low-income students before offering the fee waiver. Institutions must make every effort to communicate to students and their families the benefits of the waivers and provide assistance to students and their families on how to apply. Information about waivers must, to the greatest extent possible, be incorporated into financial aid counseling, admission information, and individual billing statements. Institutions also must, to the greatest extent possible, use all means of communication, including websites, 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.

    In 2018, the joint legislative audit and review committee must complete a systematic performance audit of the tuition-setting authority granted to the governing boards of four-year public institutions of higher education, in order to evaluate the impact of institutional tuition-setting authority on student access, affordability, and institutional quality. The audit must include an evaluation of the various outcomes for each four-year institution of higher education, including changes in enrollments in the Running Start and other dual enrollment programs. The audit must also include recommendations on whether to continue tuition-setting authority beyond the 2018-19 academic year. In conducting the audit, the auditor must solicit input from key higher education stakeholders, including students and their families.

    College in the High School: Local decision. The institution of higher education may charge tuition to participating students. However, legislation permits, subject to the availability of amounts appropriated for this purpose, funding to be allocated at an amount per college credit for 11th and 12th grade students. The maximum annual number of allocated credits per participating student must be specified in the omnibus appropriations act, up to 10 credits. Funding must be prioritized first for high schools offering a Running Start in the High School program in the 2014-2015 school year (such schools receive prioritized funding in the 2015-2016 school year); then students whose residence or high school is ? 20 driving miles from the nearest eligible postsecondary institution offering a Running Start program; then high schools eligible for the small school funding enhancement in the omnibus appropriations act. After such programs are funded, a subsidy may be provided 11th and 12th graders eligible for free or reduced-price lunch who are enrolled in College in the High School courses. The maximum annual number of subsidized credits per participating student must be specified in the omnibus appropriations act, and may not exceed five credits. Districts wishing to participate in the subsidy program must annually apply to the office of the superintendent of public instruction and report the preliminary estimate of eligible students to receive the subsidy and the total number of projected credit hours. If more districts apply than funding is available, the office of the superintendent of public instruction must prioritize the district applications, and the superintendent must develop factors to determine priority including the number of dual credit opportunities available for low-income students in the districts.

    Citations: 1: RCW 28A.600.310(4) 2: RCW 28A.600.310 (2)(a)(i),(ii) and (b) 3: RCW 28A.600.310(2)(c) 4: 28A.600.310(3) 5: 44.28.816(1), (2)(e), (3), (4) 6: RCW 28A.600.290

    How state funds participating high schools Running Start: Reduced funding

    College in the High School: Equal
    How state funds participating postsecondary institutions Running Start: Reduced funding. The college receives 93% of basic education funding for the portion of eligible FTE, with 7% retained by local school districts to offset program-related costs.

    College in the High School: Not specified

    Citations: Running Start: RCW 28A.600.310 (4)

    Ensuring Program Quality
    Instructor qualifications component Running Start: Courses taught by postsecondary faculty

    College in the High School: Yes. Full-time and part-time faculty at institutions of higher education, including adjunct faculty, are eligible to teach program courses. Legislation directs the superintendent of public instruction to adopt rules for the administration of College in the High School, and requires that the rules outline quality standards that are informed by nationally recognized standards or models.

    Citations: Running Start: WAC 392.169.022(3) College in the High School: 28A.600.290(5)(h), (6)

    Program reporting requirement All programs: Yes. The office of the superintendent of public instruction, in collaboration with the state board for community and technical colleges, the Washington state apprenticeship and training council, the workforce training and education coordinating board, the student achievement council, the public baccalaureate institutions, and the education data center must annually report to the education and higher education committees of the legislature regarding participation in dual credit programs (including but not limited to Running Start, College in the High School, Tech Prep, International Baccalaureate, Advanced Placement, and Cambridge program. The report must include:
    • Data on student participation rates and academic performance
    • Data on the total unduplicated head count of students enrolled in at least one dual credit program course
    • The percentage of students who enrolled in at least one dual credit program as percent of all students enrolled in grades 9-12.
    Data must be disaggregated by race/ethnicity, gender, and receipt of free/reduced-price lunch.

    The office of the superintendent of public instruction must also annually report to the education policy committees and the fiscal committees of the legislature, information about the demographics of the students earning dual credits in the schools receiving grants for the prior school year through the academic acceleration program, to support costs associated with offering dual credit courses (i.e., College in the High School, Advanced Placement, International Baccalaureate, Cambridge Advanced International Certificate of Education Examination (AICE), Tech Prep, online courses).

    In addition to the data on student enrollment in dual credit courses mentioned above, the office of the superintendent of public instruction must collect and post on the Washington state report card website the rates at which students earn college credit through a dual credit course (i.e., 3 or higher on AP exam, 4 or higher on IB exam, students who successfully complete a Cambridge advanced international certificate of education (AICE) exam, students who successfully complete a course through the College in the High School program, students who satisfy the dual enrollment and class performance requirements to earn college credit through a Tech Prep course, and students who successfully complete a Running Start course.

    College in the High School: The institution of higher education must maintain participant enrollment information separately from other enrollment information. The institution may not include enrollees in official enrollment reports, nor may such persons be considered in any enrollment statistics that would affect higher education budgetary determinations.

    Citations: 28A.600.280, 28A.320.196(6), 28A.300.560, 28A.600.290(5)(c)

    Program evaluation component All programs: Not set in state policy
    Transferability
    Public postsecondary institutions required to accept credits Running Start: Yes. Running Start courses in the general transfer agreement are recognized in the same manner as traditional postsecondary courses. However, each public instiution in the state varies in general distribution requirements.

    College in the High School: Not set in state policy

    West Virginia
    Program Basics
    Statewide policy in place Yes
    Definition or title of program State has three programs:

    Dual Credit and Dual Enrollment courses both mean a credit-bearing college course offered at a high school by an institution of higher education.

    The West Virginia EDGE (Earn a Degree, Graduate Early) allows students to take approved career/technical courses offered by high schools or Career and Technical Centers that have common course competencies as courses offered by the community and technical colleges for college credit. Students earn credit by passing a qualifying exam.

    Early Enrollment (a.k.a. Early Entrance) allows public two- and four-year institutions to offer college courses delivered primarily to high school students.

    In addition, the state provides for early admission, defined as high school students enrolled in a college-level course. Policies pertaining to early admission are not included here.

    Citations: W. Va. Code, § 18B-1-2(13), W. Va. Code R. 126-42-11(23); Dual credit: W. Va. Code St. R. § 135-6-3.15 EDGE: W. Va. Code R. § 135-28-2 Early enrollment: W. Va. Code R. § 135-19-1 and ff.

    Where courses provided
    • At high school (Dual Credit/Dual Enrollment and Early Enrollment)
    • At postsecondary institution, including Career and Technical institutions (Early Enrollment)

    Citations: At high school: W. Va. Code R. § 135-19-4 At postsecondary institution: W. Va. Code R. § 135-19-8, 133-19-3 and -8

    Postsecondary and/or secondary credit earned Dual Credit/Dual Enrollment and West Virginia EDGE: Both

    Early Enrollment: Postsecondary credit. High schools determine if high school credit is offered for these courses.

    Citations: Dual credit/dual enrollment: W. Va. Code R. § 126-42-11.20 West Virginia EDGE: W. Va. Code Ann. § 18-13-1, -2 Early enrollment: W. Va. Code R. § 135-19-3.2.a

    Students may take developmental/remedial courses through dual enrollment program All programs: No

    Citations: Dual credit: W. Va. Code, § 18B-1-2(12) EDGE: W. Va. Code St. R. § 135-28-3.2

    CTE component 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.

    Citations: W. Va. Code, § 18B-3C-8(d)(2)(B)(iii)(II), (D)(iii)(II), (F)(iii)(II), and (I)(iii)(II) EDGE:  W. Va. Code, § 18B-3C-4 (a)(7) and (f)(1)

    Unique characteristics Early Enrollment: Early enrollment students have the same rights and responsibilities as on-campus students and have the same level of access to learning resources such as libraries, laboratories, and databases.

    Early Enrollment and Dual Credit: The total headcount enrollment in early admission and dual credit courses is a performance indicator for community and technical colleges.

    West Virginia EDGE: The Community and Technical College/Career and Technical Education Consortium Planning District must annually review the approved EDGE course listing to ensure the accuracy of information provided to students and parents. 

    Citations: Early enrollment: W. Va. Code R. §133-19-6.5
    Early enrollment/dual credit: W. Va. Code R. § 135-6-5.5.4 EDGE: W. Va. Code R. 135-28-6.2.c 

    Access
    Offering mandatory or voluntary Dual Credit/Dual Enrollment and Early Enrollment: Voluntary. However, state two-year colleges and four-year colleges and universities are directed to work collaboratively with schools to increase educational opportunities and standards for potential college students. Among these efforts are institutional initiatives to provide more opportunities for high school students to complete college courses.

    West Virginia EDGE: Mandatory

    Citations: Dual credit/dual enrollment and early enrollment: W. Va. Code R. § 131-51-3.1.3, 135-24-3.1.c West Virginia EDGE: W. Va. Code, § 18B-3C-4 (a)(7) and (f)(1)

    College partners can be 2-year/4-year/both Dual Credit/Dual Enrollment: Both

    West Virginia EDGE: 2-year

    Early Enrollment: Both
    Student eligibility requirements
    • Written approval/recommendation (Early Enrollment) of high school principal or designee.
    • Meet entrance requirements set by postsecondary institution (Early Enrollment)
    • Student in grades 11-12 ((West Virginia EDGE and Early Enrollment)
    • Not specified (Dual Credit/Dual Enrollment)

    Citations: Grades 11-12: W. Va. Code, § 18-13-2(3); W. Va. Code R. § 135-19-6.3, 133-19-6.3 Written approval/recommendation: W. Va. Code R. § 135-19-6.2, 133-19-6.2 Meet entrance reqts set by PS institution: W. Va. Code R. § 135-19-6

    Cap on number of credits students may earn Not set in state policy
    Students/parents must be notified of dual enrollment opportunities No
    Counseling/advising is made available to students Not set in state policy
    Finance
    Who is primarily responsible for paying tuition All programs: Student/parent, district or 3rd party

    Dual Credit: In practice, varies from county to county – some counties pay the tuition; in other counties the student pays the tuition; however the tuition is at a reduced cost.

    West Virginia EDGE: Postsecondary institution

    Early Enrollment: Student/parent. However, to increase access, an institution may use a special tuition structure for high school students, which must be set at at least $25.00 per credit hour. All high school students must be charged the special tuition or the regular tuition/fees approved for the institution granting the credit. The credit-granting institution may use tuition/fee waivers or third party sponsors to support the student's cost of the course.

    Citations: Early enrollment: W. Va. Code R. § 135-19-7, 133-19-7 Other responses from WV to WV profile

    How state funds participating high schools Dual Credit/Dual Enrollment: Students are funded at a higher level. County boards get an additional 1% of the average PPOR (per pupil operating revenue) X # of students enrolled in dual credit or other advanced courses (AP/IB).

    West Virginia EDGE: Equal

    Early Enrollment: Equal, with qualifications. When a high school teacher teaches an early enrollment course during the regular school day the institution granting the credit may reimburse the high school/county board of education for the instructor's service.

    Citations: Dual credit: W. Va. Code, § 18-9A-10(a)(3) West Virginia EDGE: W. Va. Code § 18-13-1 through -3 Early admission: W. Va. Code St. R. § 135-19-8.2, 133-19-8.2

    How state funds participating postsecondary institutions All programs: Equal
    Ensuring Program Quality
    Instructor qualifications component Yes, for all programs.

    Dual Credit/Dual Enrollment and Early Enrollment: A dual credit course instructor must meet faculty requirements, including participation in professional development. High School teachers may be appointed as adjunct/part-time-status faculty (must meet requirements for such status).

    West Virginia EDGE: Appropriate CTE teachers and/or department of education personnel must participate in the evaluation, alignment and EDGE credit validation processes with CTC faculty and academic administrators. Public schools must ensure instructors of career-technical courses approved through the EDGE validation process attend the EDGE orientation provided.

    If a state and/or national certification exam is available and required, passage of such certification exams must be deemed as sufficient documentation that students meet CTC course competencies, and the student must receive EDGE credit. In the absence of a state/national certification exam, the CTE instructor must work with CTC faculty to determine if the CSOs of the career-technical course match the course competencies of the CTC course. If a career-technical course is approved for EDGE credit by this means, the CTE instructor agrees, as part of the validation process, to document that the high school student has achieved the appropriate skill level for awarding EDGE credit. Regulations also detail the college responsibilities in ensuring the quality of EDGE courses.

    Early Enrollment: A course must meet the same rigorous standards as those required for on-campus instruction, to maintain institutional accreditation by the Higher Learning Commission of the North Central Association and to assure institutional credibility. Each institution offering early enrollment courses must establish policies for the routine evaluation of instructors and courses. Faculty for these courses will be evaluated by college personnel using the same processes as for other college faculty. The higher education institution must facilitate communication between the appropriate academic department and the early enrollment faculty member to assure quality.

    Faculty teaching early enrollment courses must meet the minimum faculty credential requirements as specified by the college and as approved by the department and chief academic officer of the college or university. Faculty teaching early enrollment courses are expected to participate in institutionally offered professional development activities and ongoing collegial interaction to address course content, course delivery, assessment and evaluation. The institution must assign adjunct/part-time faculty status to high school teachers teaching college courses. Employment of any early enrollment adjunct/part-time faculty must be consistent with any institutional, statewide and regional accreditation standards for employment of adjunct/part-time faculty.

    Citations: Dual credit/dual enrollment and early enrollment: W. Va. Code R. 126-42-11; West Virginia EDGE: W. Va. Code R. § 135-28-6 Early enrollment: W. Va. Code R. § 135-19-4 and -5, 133-19-4 and -5

    Course quality component Yes. 
    Dual Credit/Dual Enrollment and Early Enrollment: A dual credit course must meet both the specified course content standards and objectives for secondary offerings and the college course requirements. Courses must use college-approved syllabi, texts, assignments and assessments.

    West Virginia EDGE: Public school career-technical centers must identify and submit career-technical course content standards and objectives (CSOs) to community and technical colleges (CTC) for evaluation and alignment with specific CTC course competencies for potential validation for EDGE credit. Appropriate CTE teachers and/or department of education personnel must participate in the evaluation, alignment and EDGE credit validation processes with CTC faculty and academic administrators. Public schools must ensure instructors of career-technical courses approved through the EDGE validation process attend the EDGE orientation provided.

    If a state and/or national certification exam is available and required, passage of such certification exams must be deemed as sufficient documentation that students meet CTC course competencies, and the student must receive EDGE credit. In the absence of a state/national certification exam, the CTE instructor must work with CTC faculty to determine if the CSOs of the career-technical course match the course competencies of the CTC course. If a career-technical course is approved for EDGE credit by this means, the CTE instructor agrees, as part of the validation process, to document that the high school student has achieved the appropriate skill level for awarding EDGE credit. Regulations also detail the college responsibilities in ensuring the quality of EDGE courses.

    Early Enrollment: A course must meet the same rigorous standards as those required for on-campus instruction, to maintain institutional accreditation by the Higher Learning Commission of the North Central Association and to assure institutional credibility. Courses must utilize college-approved syllabi, texts, assignments and assessments. 
     
    Program reporting requirement Dual Credit/Dual Enrollment: No

    West Virginia EDGE: Yes. The program is administered by the Assistant State Superintendent of the Division of Technical, Adult and Institutional Education, who must develop or adapt an existing comprehensive relational database and data analysis system for student tracking to ensure consistent, reliable data relevant to program goals are available. The assistant state superintendent must also track and evaluate EDGE outcomes across all eight consortia districts, create a standardized reporting procedure for collecting consistent EDGE data at the state level, and ensure that coordinators in the district consortia prepare and retain reliable supporting source documents necessary to validate the data included with the state database. He/she must also (1) document the number of students who enroll in the program, specific courses taken, student course and final exam grades, the number who earn EDGE credits and, of these, the number who apply the credits toward degrees or certifications at state community and technical colleges, and (2) collect and analyze data relevant to initiative goals and objectives, and prepare an annual report for the Legislative Oversight Commission on Education Accountability.

    The Chancellor's Office and individual two-year institutions must maintain an up-to-date listing of all secondary and/or career-technical center courses approved for EDGE credit, including the amount of credit for each course, and make this listing available through links from the system and institutional websites to the EDGE website maintained by the department of education.

    Early Enrollment: Yes. Each participating institution must maintain a record of the courses and enrollments for such courses and submit reports in compliance with requirements set forth by the specifications of the WV Data Policy Advisory Council, the Council for Community and Technical College Education and Higher Education Policy Commission.

    Citations: West Virginia EDGE: W. Va. Code, § 18-13-3; W. Va. Code R. § 135-28-6.5 Early admission: W. Va. Code R. § 135-19-9, 133-19-9

    Program evaluation component 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.

    Citations: W. Va. Code § 18-13-3(b)(5)

    Transferability
    Public postsecondary institutions required to accept credits Dual Credit/Early Enrollment: Yes. In response to the statutory charge that undergraduate core coursework completed at a state institution is transferable as general studies credit to all other state institutions of higher education in West Virginia for credit with the grade earned, the Commission and the Council maintains a core coursework transfer agreement.

    West Virginia EDGE: Yes. Each community and technical college must apply EDGE credit to appropriate certificate and/or associate degree programs. When a college credit has been assigned through an established EDGE course validation process by a community and technical college, other community and technical colleges not offering a comparable course may grant the same college credit for each validated EDGE course.

    Citations: Dual credit/early enrollment: W. Va. Code St. R. § 133-17-3 EDGE: W. Va. Code St. R. § 135-28-6.4.f, e


    Wisconsin
    Program Basics
    Statewide policy in place Yes
    Definition or title of program State has multiple programs that fall under the umbrella of dual or concurrent enrollment:

    Start College Now (a.k.a. “Attendance at Technical College” or 38.12(14)): Eligible students may take courses at a technical college for high school and college credit. (Successor   to the Youth Options Program, which became inactive June 30, 2018.)

    Early College Credit Program: Eligible students may take courses offered by an institution within the University of Wisconsin System, a tribally controlled college or a private, nonprofit institution of higher education located in Wisconsin, for high school and/or postsecondary credit. (Successor to the Youth Options Program, which became inactive June 30, 2018.)

    118.15(1)(b) of the Schools Code permits a student who is at least 16 or is an at-risk student to attend a technical college in lieu of high school or on a part-time basis if the student and parent agree in writing that the student will participate in a program leading to his/her high school graduation. The district board of the technical college district in which the child resides must admit the child. Every technical college district board must offer day class programs satisfactory to meet the requirements of these provisions to receive state aid.

    Dual Enrollment: Programs or courses of study designed to allow high school students the opportunity earn: 
    •    Under W.S.A. 38.28(1)(am) and W.S.A. 106.27, technical college and high school credits. 
    •    Under W.S.A. 39.51(1)(a), high school and institution of higher education credits. For these purposes, an “institution of higher education” is defined as an institution or college campus within the University of Wisconsin System, technical college or any private, nonprofit postsecondary institution that is a member of the Wisconsin Association of Independent Colleges and Universities.

    Unless otherwise noted, policies in this profile refer to Start College Now or the Early College Credit Program.

    Citations: Start College Now: W.S.A. 38.12(14)
     
    Early College Credit Program:
    118.55
     
    118.15(1)(b): W.S.A. 118.15(1)(b)
     
    Dual Enrollment: W.S.A. 38.28(1)(am), W.S.A. 39.51(1)(a), W.S.A. 106.27

    Where courses provided Start College Now:
    • At postsecondary institution
     
    Early College Credit Program:
    • At high school (but ECCP provisions do not apply if the course is offered for postsecondary credit and the instructor is a high school teacher approved by the partner institution)
    • At postsecondary institution
    • Virtual program
    • Other: Blended environment
     
    118.15(1)(b):
    • At postsecondary institution
     
    Dual Enrollment:
    • At high school
    • At postsecondary institution

    Citations: Start College Now: W.S.A. 38.12.(14)
     
    Early College Credit Program: W.S.A. 118.55(2), (5)(a), (10)(b), (c); Wis. Adm. Code § PI 40.01(1)
     
    118.15(1)(b): W.S.A. 118.15(1)(b)
     
    Dual Enrollment: W.S.A. 39.51(2)

    Postsecondary and/or secondary credit earned Start College Now: Both

    Early College Credit Program: Not specified. At the time a student provides notice to the student’s local board of his/her intent to enroll in a postsecondary course, the student must indicate whether he/she will be taking the courses for high school or postsecondary credit.

    118.15(1)(b): A course taken at a technical college under 118.15(1)(b) does not fulfill state-set graduation requirements unless the state superintendent has approved the course for that purpose.


    Dual Enrollment: Both

    Citations: Start College Now: W.S.A. 38.12(14)(c)
     
    Early College Credit Program: W.S.A. 118.55(3)
     
    118.15(1)(b): W.S.A. 118.33(3m)
     
    Dual Enrollment: W.S.A. 38.28(1)(am), W.S.A. 39.51(1)(a)

    Students may take developmental/remedial courses through dual enrollment program Start College Now: No

    Early College Credit Program: No   

    Citations: (Wis. Adm. Code s PI 40.04(5)(d))

    CTE component Start College Now: Yes. By definition, the program offers courses at technical colleges.
     
    Early College Credit Program: Not specified. Eligible institutions are institutions within the University of Wisconsin System, tribally controlled colleges and private, nonprofit institutions of higher education (not institutions in the Wisconsin Technical College System).

    Citations: Start College Now: W.S.A. 38.12(14)(a)
     
    Early College Credit Program: W.S.A. 118.55(1)

    Unique characteristics Start College Now: None identified
     
    Early College Credit Program: Private school students may also participate.

    Citations: Early College Credit Program: W.S.A. 118.55(2)

    Access
    Offering mandatory or voluntary

    Start College Now: Voluntary  

    Early College Credit Program: Voluntary. Program offering contingent upon a school board or private school governing body entering into an agreement with an institution of higher education.

    Citations: Start College Now: W.S.A. 38.12(14)
     
    Early College Credit Program: W.S.A. 118.55(8)(b)

    College partners can be 2-year/4-year/both Start College Now: Two-year institutions in the Wisconsin Technical College System (not two-year institutions in the University of Wisconsin System).

    Early College Credit Program: Two-year institutions in the University of Wisconsin System (not two-year institutions in the Wisconsin Technical College System). Private, nonprofit institutions of higher education located in Wisconsin and tribal colleges may also participate.

    118.15(1)(b): Two-year institutions in the Wisconsin Technical College System (not two-year institutions in the University of Wisconsin System).

    Dual Enrollment: 
    •    Under W.S.A. 38.28(1)(am) and W.S.A. 106.27: Technical colleges (not two-year colleges in the UW system)
    •    Under W.S.A. 39.51(1)(a): Both (including technical colleges and colleges in the UW system). Private, nonprofit postsecondary institution that is a member of the Wisconsin Association of Independent Colleges and Universities may also participate.

    Citations: Start College Now: W.S.A. 38.12(14)
     
    Early College Credit Program: W.S.A. 118.55(1)
     
    118.15(1)(b): W.S.A. 118.15(1)(b)
     
    Dual Enrollment: W.S.A. 38.28(1)(am), W.S.A. 106.27, W.S.A. 39.51(1)(a)

    Student eligibility requirements Start College Now:
    • Student in grades 11-12
    • Written approval /recommendation. Approval from student’s parent.
    • Meet entrance requirements set by postsecondary institution.
    • Other. Must be student “in good academic standing.” Student may not be concurrently enrolled in Early College Credit Program. Student must notify school district board before fall or spring semester deadline; student may not be a child at risk as defined in s. 118.153(1)(a)  ; student cannot be ineligible due to failure to reimburse school board or private school governing body after failing a course. A school board may refuse to permit a pupil to attend a technical college if the pupil is a child with a disability, as defined in s. 115.76(5), and the school board determines that the cost to the school district would impose an undue financial burden on the school district. 

      In addition, the technical college district board may reject an application from a pupil who has a record of disciplinary problems, as determined by the district board.

    Early College Credit Program: 
    • Meet entrance requirements set by postsecondary institution.
    • Other. Student may not be concurrently enrolled in Start College Now. Student must notify school district board before fall or spring semester deadline.

    Citations: Early College Credit Program: W.S.A. 118.55(2), (3), (4)

    Cap on number of credits students may earn Start College Now and Early College Credit Program: Yes . A school board or the governing body of a participating private school may establish a written policy limiting the number of credits for which the school board or governing body will pay (between the two programs) to the equivalent of 18 credit hours per pupil per year.

    Citations: W.S.A. 118.55(7t)(a)

    Students/parents must be notified of dual enrollment opportunities Start College Now: No
     
    Early College Credit Program: Yes. Each school must provide parents of enrolled students a list of the educational options available to students residing in the district, including the Early College Credit Program.
     
    In addition, school boards must annually:
    • Provide program information to all students in grades 8-11
    • Publish as a Class 1 notice under ch. 985 and post on its website a description of the educational options available to children in the district, including the Early College Credit Program.
     
    The state superintendent must also include on the home page of the department of public instruction website a link to information about educational options, including the Early College Credit Program.

    Citations: Early College Credit Program: W.S.A. 118.55(8)(a), W.S.A. 115.28(54m), W.S.A. 115.385(4), W.S.A. 118.57(1)

    Counseling/advising is made available to students Start College Now and Early College Credit Program: Not set in state policy
    Finance
    Who is primarily responsible for paying tuition Start College Now: For a course taken for high school credit   and deemed not comparable to courses offered in the school district: District. The school board pays the technical college board resident tuition, course fees and books. A pupil taking a course at a technical college for high school credit is not responsible for any portion of the tuition and fees for the course if the school board is required to pay the technical college.

    For a course taken for postsecondary credit only, or courses taken for high school credit and deemed comparable to courses offered in the school district: Student/parent

    If the participating student is a child with a disability, as defined in s. 115.76(5), the payment must be adjusted to reflect the cost of any special services required for the pupil.

    Early College Credit Program: Tuition amounts and responsible parties vary depending on the institution offering the course, whether the course is being taken for high school (or high school and postsecondary) credit or postsecondary credit only, and whether the course is deemed comparable to a course offered in the school district or private school.

    For a course taken for high school credit and deemed not comparable to a course offered in the school district or private school, regardless of whether the course is also taken for postsecondary credit: District or private school pays 75% of the actual cost of tuition (see “Actual cost of tuition” below).  Districts and private schools are reimbursed 25% of tuition paid, through an appropriation that is prorated for all recipients if inadequate to cover all costs.

    If a course taken for high school credit is offered at the high school or private school, the district or private school governing body is responsible for the costs of books and other necessary materials for the course.

    For a course taken for postsecondary credit only and deemed not comparable to courses offered in the school district or private school: District or private school pays 25% of the actual cost of tuition for the course and student pays 25% of the actual cost of tuition (see “Actual cost of tuition” below). 

    Districts and private school governing boards must establish written policies governing the timing and method for recovering from the pupil or the pupil's parent or guardian the pupil's share of tuition. The school board or private school governing body must waive the student’s responsibility for costs if the pupil is eligible for free or reduced price lunch.

    Districts and private schools are reimbursed 50% of tuition paid, through an appropriation that is prorated for all recipients if inadequate to cover all costs.

    “Actual cost of tuition”: The tuition charged for each credit assigned to the course may not exceed, for:
    • A 4-year institution within the University of Wisconsin system or a tribally controlled college: One-third of the undergraduate resident tuition that would otherwise be charged for the course.
    • A University of Wisconsin 2-year college campus: One-half of the undergraduate resident tuition that would otherwise be charged for the course.
    • Private, nonprofit institution: One-third of the amount that would be charged a Wisconsin resident undergraduate for a similar course offered by the University of Wisconsin-Madison. 
    If in any fiscal year the appropriation under 20.445(1)(d) is insufficient to reimburse all districts and governing bodies eligible for a reimbursement, the amount of the reimbursement must be prorated for all eligible districts and governing boards.

    If the district is required to pay tuition for a course taken for high school or postsecondary credit that is not comparable to a course offered in the district, neither the institution/campus nor the school board may charge a pupil any additional costs or fees to attend a course. (The private school governing board may not charge a pupil any additional costs or fees to attend a course offered by a 4-year University of Wisconsin institution or a tribal college.)

    In addition, a pupil taking a course at an institution of higher education for high school credit is not responsible for any portion of the tuition and fees for the course if local or state authorities determine that the course is not comparable to a course offered in the school district or at the participating private school.

    For a course taken for high school credit and deemed comparable to courses offered in the school district or private school: Student is responsible for tuition and fees.

    Early College Credit Program: If a pupil receives a failing grade in a course, or fails to complete a course, at an institution of higher education or technical college for which the school board or the governing body of a participating private school has made payment, the pupil's parent or guardian, or the pupil if he or she is an adult, shall reimburse the school board or the governing body the amount paid on the pupil's behalf upon the request of the school board or governing body. If a school board or governing body that requests reimbursement of a payment made under this section is not reimbursed as requested, the pupil on whose behalf the payment was made is ineligible for any further participation in the program under this section. For the purposes of this paragraph, a grade that constitutes a failing grade for a course offered in the school district or at the participating private school constitutes a failing grade for a course taken at an institution of higher education or technical college under this section.

    Other dual enrollment at University of Wisconsin System institutions: The school board of a common or union high school district must pay the tuition of any pupil enrolled in the school district and attending an institution within the University of Wisconsin System if the pupil is not participating in the Early College Credit Program, the course the pupil is attending at the university is not offered in the school district and the pupil will receive high school credit for the course.

    Citations: Start College Now: W.S.A. 38.12(14)(d), (dm), (f)
     
    Early College Credit Program: W.S.A. 118.55(5), (6); Wis. Adm. Code § PI 40.04
     
    Both programs: W.S.A. 118.55(7t)(c)
     
    Other dual enrollment at University of Wisconsin System institutions: W.S.A. 120.12(17)

    How state funds participating high schools Start College Now: Equal. However, district must pay technical college board resident tuition, course fees and books for courses taken for high school credit that are not comparable to courses offered by the school district.

    Early College Credit Program: Equal. However, the district must pay 75% of a tuition amount for certain courses for which a student is receiving high school credit, and 25% of tuition for certain courses for which a student is receiving postsecondary credit. The district is reimbursed 25% of tuition for courses for which a student is receiving high school credit, and 50% of tuition for certain courses for which a student is receiving postsecondary credit.

    Dual Enrollment: Participation in dual enrollment programs is one of 10 criteria in awarding districts funds from an appropriation each fiscal year, based on a district’s performance in the three previous fiscal years.

    Citations: Start College Now: 38.12(14)(d)
     
    Early College Credit Program: W.S.A. 118.55(5)
     
    Dual Enrollment: W.S.A. 38.28(2)(be)(1)(e)

    How state funds participating postsecondary institutions Start College Now: Equal
     
    Early College Credit Program: Equal
    Ensuring Program Quality
    Instructor qualifications component Start College Now: Not applicable—courses are taken only at technical colleges. 

    Early College Credit Program: Not applicable—ECCP courses are taught only by postsecondary faculty. ECCP provisions do not apply if a course offered for postsecondary credit is taught by a high school instructor approved by the participating institution.

    Dual Enrollment: Dual enrollment credential   grants are disbursed to districts and select charter and private schools by the Higher Educational AIDS Board from an appropriation, to help high school teachers cover tuition for courses taken to meet the qualifications to teach dual enrollment courses. Each school year the board must award at least five grants, including at least one each to 3 school districts varying in membership from under 650 pupils to over 1,500 pupils, a charter school, and a private school. Recipient schools must report on the number of teachers receiving financial assistance, the number of postsecondary credits completed by recipient teachers, and the number of recipient teachers who meet qualifications to teach dual enrollment courses. No grants may be awarded after June 30, 2021.

    In addition, workforce grants disbursed by the department of workforce development from an appropriation may include grants for programs that train teachers and that train individuals to become teachers, including teachers in dual enrollment programs. For these purposes, “teacher” includes an instructor at a technical college.

    Citations: Start College Now: W.S.A. 38.12.(14)
     
    Early College Credit Program: W.S.A. 118.55(2), (10)(b), (c)
     
    Dual enrollment credential grants: W.S.A. 39.51
     
    Workforce grants: W.S.A. 106.27

    Course quality component Start College Now: Not applicable—courses are taken only at postsecondary institutions.
     
    Early College Credit Program: Not applicable— ECCP courses are taught only by postsecondary faculty. ECCP provisions do not apply if a course offered for postsecondary credit is taught by a high school instructor approved by the participating institution.

    Citations: Start College Now: W.S.A. 38.12.(14)
     
    Early College Credit Program: W.S.A. 118.55(2), (10)(b), (c)

    Program reporting requirement Start College Now: Yes. The technical college system board must annually submit a 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 specify, by school district: 
    • The number of pupils who attended district schools under Start College Now in the previous school year.
    • The type and number of credits earned by the pupils.
    • The number of persons who applied for admission to a technical college in the previous school year, who previously earned technical college credit under Start College Now, and who applied for admission within one year of graduating from high school.
    • The courses given in high schools for which a pupil may receive technical college credit and the number of pupils enrolled in the courses for technical college credit in the previous school year.
    • Any other information considered relevant by the board. 
    To this end, the technical college system board must, in consultation with the state superintendent of public instruction, establish by rule a uniform format for district boards to use in reporting the number of pupils attending district schools under the program.

    Early College Credit Program: Yes. The department of public instruction must publish a school and school district accountability report that includes information, for each school district and each high school in that district, the number and percentage of pupils participating in the Early College Credit Program.

    In addition, the school district clerk must include, as part of the annual school district report, pupils attending an institution of higher education under the Early College Credit Program.
     

    Citations: Start College Now: 38.04(11)(a)2, (21)

    Early College Credit Program: W.S.A.115.385(1)(d)1, W.S.A. 121.05(1)(a)(5)

    Program evaluation component Start College Now and Early College Credit Program Not set in state policy
    Transferability
    Public postsecondary institutions required to accept credits Start College Now: Not specified
     
    Early College Credit Program: No. If a student specifies that he/she intends to take a course for postsecondary credit at an institution of higher education within the University of Wisconsin System, the board of regents of the University of Wisconsin System must notify the pupil whether credits earned for the course are transferable between and within institutions within the system.
     
    However, the University of Wisconsin Board of Regents must establish policies for the appropriate transfer of credits between institutions within the system, including credits earned through the Early College Credit Program. If the board determines that postsecondary credits earned by a high school pupil under the program are not transferable, the board must permit the individual to take an exam to determine the individual's competency in the subject area of the course and, if the individual receives a passing score on the exam, must award equivalent credits to the individual.

    Citations: Early College Credit Program: W.S.A. 118.55(3)(c), W.S.A. 36.11(3)(b)


    Wyoming
    Program Basics
    Statewide policy in place Yes
    Definition or title of program State has two programs. Statute provides for the offering of "post secondary education enrollment options." Two avenues for student participation fall under that term. A Concurrent Enrollment course is taught by a high school instructor approved as community college adjunct faculty, and teaching said course as part of their duties as a district employee. Dual Enrollment credit is given to high school students who complete college-level courses for which the community college hires and pays the instructor, and in which the school district agrees to allow high school credit.

    Citations: Wyoming Community College Commission Rules, Chapter 1, Section 3, (o) and (y)

    Where courses provided
    • At high school (Concurrent Enrollment)
    • At postsecondary institution (Dual Enrollment)
    • Virtual program
    • Other. An off-campus center or at a site meeting safety and accessibility requirements under the instruction of a faculty me