Dual Enrollment - State Profile

Dual Enrollment - State Profile - Oregon

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Methodology:
This information was collected from state statutes, rules and regulations, and state education agency Web sites. A profile was sent to each state for review and modification, as needed.

Last updated: December 2013

Data compiled by Jennifer Dounay Zinth: 303.299.3689 or jdounay@ecs.org.
 

Program Basics
Statewide policy in place Yes
Definition or title of program State has multiple programs. "Accelerated college credit programs” include Dual Credit, Expanded Options, 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.

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.
Where courses provided
  • At high school (Dual Credit program)
  • At postsecondary institution (Expanded Options program)
  • Virtual program (Both programs)
Postsecondary and/or secondary credit earned Both
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.
CTE component Oregon Administrative Rule sets policy for accelerated college credit programs including the “Two-plus-Two” professional technical programs articulated between high schools and community colleges. In addition, eligible courses as defined for the Expanded Options program include courses in career and technical education. 
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.

2013 legislation directs the Oregon Education Investment Board to establish the Guidance and Support for Post-Secondary Aspirations Program, intended in part to increase the number of students who earn a high school diploma and enroll in postsecondary education. To accomplish the purposes of the Guidance and Support for Post-Secondary Aspirations Program, moneys must be distributed to the department of education to create a scholarship fund aimed at increasing access for underserved students to post-secondary institutions by paying for first-year college courses or accelerated college credit programs.
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, Expanded Options, 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.
College partners can be 2-year/4-year/both Both
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. 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.
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.
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. (O.R.S. § 340.020) 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.
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: 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.
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: 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).
How state funds participating high schools Equal
How state funds participating postsecondary institutions Equal
Ensuring Program Quality
Instructor qualifications component Expanded Options: Not applicable—courses are taken only at postsecondary institutions.

Dual Credit: Yes. Participating school districts and postsecondary institutions must develop written agreements based on the policies described in administrative rule regarding dual credit programs. Agreements must include criteria regarding approval of courses, selection and approval of instructors, admissions, procedures, counseling, monitoring, and evaluation. 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.

The Oregon Dual Credit Standards 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 colleges’ and universities’ sponsoring academic departments.
  • Instructors teaching college or university courses through dual credit meet the academic requirements for faculty and instructors teaching in postsecondary institutions as stipulated by the respective academic departments.
  • 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 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 students enrolled in courses administered through dual credit programs are officially registered or admitted as degree-seeking, non-degree 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 the same standards of achievement as those expected of students in on-campus sections.
  • Every section of a course offered through dual credit is regularly reviewed by faculty from that discipline and dual credit staff to assure that grading standards are consistent with those in on-campus sections.
  • Dual credit students are assessed using similar methods (e.g. papers, portfolios, quizzes, labs, etc.) as their on-campus counterparts.
Program reporting requirement
Yes. School districts and Education Service Districts must annually report Achievement Compact data to the Oregon Education Investment Board. The Achievement Compact includes a measure for reporting students earning nine or more college credits. Due to the Mandate Relief projects affirmed in Senate Bills 560 and 800 in 2011, school districts are not currently required to report data on Expanded Options programs. 
 
Postsecondary Achievement Compacts include a measure for reporting on the postsecondary students who are dual enrolled in Oregon high schools. Each community college annually reports on the Reimbursable Section Count, FTE, unduplicated headcount, and credits earned in dual credit and Two-plus-Two programs. Data on community college Accelerated College Credit programs is collected through the Oregon Community College Unified Reporting System, a collaboratively designed and maintained base of data relating to the seventeen Oregon community colleges. In addition, postsecondary institutions annually update the Department of Community Colleges and Workforce Development with information relating to program names, registration fees, tuition and fees costs per credit, and instructor requirements.
Program evaluation component Yes. Dual Credit students and their non-Dual Credit peers are compared with respect to subsequent academic performance and persistence to goal. In 2008 the Oregon University System Office of Institutional Research, in collaboration with the Department of Community Colleges and Workforce Development, undertook a Dual Credit in Oregon pilot study to evaluate dual credit instruction. After it appeared, the Joint Boards of Education, acting through the Unified Education Enterprise, directed that it be repeated every two years with the aim of establishing a protocol by which to assess the effectiveness of dual credit programs. 

In addition, at the discretion of the Joint Boards of Education in 2009 the Dual Credit Oversight Committee was formed. This committee, consisting of administrators, faculty, and program coordinators from Oregon’s high schools, community colleges, and public universities, was charged with implementing the program application and certification process for Oregon’s dual credit programs to align with the Oregon Dual Credit Standards.  In July 2012 the Higher Education Coordinating Commission (HECC) assumed the role of the Joint Boards of Education in statute). 
 
The Oregon Dual Credit Standards are based upon the National Alliance of Concurrent Enrollment Partnerships accreditation standards.
Transferability
Public postsecondary institutions required to accept credits No

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