Dual Enrollment - State Profile

Dual Enrollment - State Profile - Kentucky


Note: This database does not include information about Tech Prep or early/middle college high school programs.

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: March 2016

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

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.

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.
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
Postsecondary and/or secondary credit earned Dual Credit: Both

Dual Enrollment: Postsecondary credit only
Students may take developmental/remedial courses through dual enrollment program No
CTE component Yes. One of the purposes of dual credit identified in the CPE/KDE Dual Credit Policy is "to provide curricular options for college and/or pathways leading to college credentials and/or industry certification." Under the 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.
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.
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.
College partners can be 2-year/4-year/both Both. Independent institutions 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." 
Student eligibility requirements
  • Meet entrance requirements set by postsecondary 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 e
ligibility and access of students participating in dual enrollment programs across the Commonwealth.
Cap on number of credits students may earn Not set in state policy

 
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. 
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. 
Finance
Who is primarily responsible for paying tuition 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.
A Mary Jo Young Scholarship provides up to $420 for one dual credit course or $840 for two courses, as well as a textbook reimbursement of up to $125 for one course or $250 for two courses. An eligible dual credit student must be a legal Kentucky resident, U.S. citizen or permanent resident, a high school junior or senior, and have either a minimum ACT composite score of 18 or minimum 2.5 GPA for the 2014-2015 school year. Priority is given to students eligible for free and reduced-price lunch.

The CPE/KDE Dual Credit Policy requires the Kentucky Council on Postsecondary Education to establish a statewide Dual Credit Advisory Council. One of the Advisory Council's responsibilities is to create a plan identifying funding mechanism options for sharing the costs of delivering dual credit courses. These options should include all of the following cost-sharing partners: the state, postsecondary institutions, secondary schools, state funded scholarships, and students and families.
How state funds participating high schools Equal
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.

Course content/expectations
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. 
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.
  • 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: 
  • 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.
  • 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:
  • 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.
  • 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.
  • Ensure course rigor and the attainment of student learning outcomes.
  • Report on student participation and outcomes.
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).”
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.
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.
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.

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