|Statewide policy in place||Yes|
|Definition or title of program||Postsecondary Enrollment Options|
|Where courses provided|
|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.|
|Students may take developmental/remedial courses through dual enrollment program||Not set in state policy|
|CTE component||Yes. To be approved, a professional-technical school must meet 4 out of 5 criteria, with offering of dual credit one of the 5 criteria. Each program of a professional-technical school must have at least 1 dual credit technical course or be approved for postsecondary credit as part of a Tech Prep agreement. Dual credit may be awarded for Tech Prep courses.|
|Unique characteristics||Postsecondary Enrollment Options: A postsecondary institution must give priority to its postsecondary students when enrolling 11th and 12th graders in courses for secondary credit. 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 apply up to 15% of funds associated with certain staff to defray the cost of providing virtual education coursework, including virtual dual credit coursework. Effective July 2014, districts may apply up to 5% of these funds for such purposes.
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.
|Offering mandatory or voluntary||Voluntary. However, all high schools must provide advanced opportunities (defined as dual credit, Advanced Placement, Tech Prep, or International Baccalaureate), or provide opportunities for students to take courses at a postsecondary campus.|
|College partners can be 2-year/4-year/both||Both. Accredited private two-year trade and technical schools and private, residential, two-year or four-year liberal arts colleges and universities may also participate.|
|Student eligibility requirements|
|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. 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.|
|Students/parents must be notified of dual enrollment opportunities||Yes. School districts must annually provide program information to all students in grades 10 and 11.|
|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. The district must provide information on the program including who may enroll, what institutions and sources are available under this program, the decision-making process for granting academic credits, financial arrangements for tuition, books and materials, eligibility criteria for transportation aid, available support services, the need to arrange an appropriate schedule, consequences of failing or not completing a course in which the pupil enrolls, the effect of enrolling in this program on the pupil's ability to complete the required high school graduation requirements, 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. Course cost information is provided to students before they enroll in a dual credit course.
Prior to enrolling, the pupil and the pupil's parents must sign a form provided by the school district and may be obtained from a postsecondary institution stating that they have received the aforementioned information and understand the responsibilities that must be assumed in enrolling in this program. The superintendent of public instruction must, upon request, provide technical assistance to a school district in developing appropriate forms and counseling guidelines.
|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.|
|How state funds participating high schools||Equal|
|How state funds participating postsecondary institutions||Equal|
|Ensuring Program Quality|
|Instructor qualifications 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.|
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 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.
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.
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. Each LEA is required to annually report to the state department of education specified data, including the number of students in each school and for the LEA participating in advanced placement, concurrent enrollment, or college courses while still students in the LEA.|
|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.|
|Public postsecondary institutions required to accept credits||No|