DUAL ENROLLMENT

ELEMENTS

LEVER: ELIGIBILITY AND ACCESS

States should broaden eligibility requirements to permit students to participate in credit-bearing, college-level courses based on proficiency in those subjects even if they are not proficient in others. Student eligibility should also be determined by multiple measures: a combination of tests, end-of-course grades, teacher recommendations, and students’ work portfolios.  

LEVER: QUALITY ASSURANCE

States should ensure that college courses offered to high school students use the same syllabi and exams as comparable courses taught on a college campus, and that dual enrollees can receive dual credit so they earn both high school and college credits upon successfully completing courses. In addition, the postsecondary institution conferring credit should set the qualifications for faculty teaching courses taken for dual credit.  

LEVER: SUSTAINABLE FUNDING AND FINANCE

States should develop funding policies that allow high school students to take college courses free of tuition and non-course-related charges, and that allow both districts and postsecondary institutions to claim per pupil funding allocations to support the cost of offering college courses for dual credit. There should also be provisions or special appropriations to support the development of early college models targeting students who are underrepresented in higher education.   

LEVER: SYSTEM FOR ACCOUNTABILITY

States should report annually on dual enrollment participation and impact and develop administrative structures to support program leaders and dual enrollment partnerships. States should also designate a state board or governing body as having the authority and responsibility to guide dual enrollment policy.

LEVER: ALIGNED DATA SYSTEMS

States should develop unit-record statewide data systems that identify dual enrollees by demographic characteristics and monitor student progress longitudinally across the K-12 and higher education systems.

LEVER: ACADEMIC AND SOCIAL SUPPORTS

States should require that districts and postsecondary institutions specify and document key roles and responsibilities in memoranda of understanding or cooperative agreements, including the provision of a college liaison for student advisement and support. States should also provide support and funding for programs designed to serve students who are overage and under-credited and youth who have dropped out of high school.






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