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 jointly determined by secondary and postsecondary and use multiple measures: a combination of tests, end-of-course grades, teacher recommendations, and students’ work portfolios.

POLICY ELEMENT: Eligibility requirements are determined by the secondary and postsecondary sectors together.

Not in Evidence

Postsecondary institutions determine eligibility requirements for concurrent enrollment programs.

POLICY ELEMENT: High school students can participate in college courses based on their proficiency in those subjects, even if they are not proficient in others.

Not in Evidence

Students have to meet college admission standards for non remedial courses in all subject areas. More specifically, high school students need to meet minimum standards for state system institutions based upon scores on the ACT/SAT or a high school GPA of 3.0/4.0 and class rank.

POLICY ELEMENT: Eligibility is determined by a combination of tests, end-of-course grades, teacher recommendations, and student academic work.

In Evidence

Eligibility criteria provide multiple ways for students to become eligible for dual enrollment. For example, if students are unable to meet the minimum score on the ACT/SAT, they can still qualify for concurrent enrollment based on GPA and class rank.

POLICY ELEMENT: Eligibility requirements are determined by the secondary and postsecondary sectors together.

In Evidence

Postsecondary Enrollment Program/Double Up/Fast Track: Although institutions of higher education have direct authority to determine student eligibility requirements for participation in both programs, the secondary school and the postsecondary campus may jointly establish additional criteria for determining how students are selected into dual-credit courses.

POLICY ELEMENT: High school students can participate in college courses based on their proficiency in those subjects, even if they are not proficient in others.

Not in Evidence

Postsecondary Enrollment Program/Double Up/Fast Track: State policy does not explicitly address whether students are eligible to participate in dual-credit programs in the subjects in which they demonstrate proficiency. ICHE Dual Credit Policy states that, to be eligible for dual-credit courses, all students must meet the same criteria as students taking courses on the college campus, in additional to criteria jointly established by the secondary and postsecondary institutions.

POLICY ELEMENT: Eligibility is determined by a combination of tests, end-of-course grades, teacher recommendations, and students’ work.

Not in Evidence

Postsecondary Enrollment Program/Double Up/Fast Track: State policy does note explicity address whether multiple indicators should be used in determining eligibility. Overall, students are admitted into dual-credit programs in Indiana through typical admissions procedures determined jointly by school districts and institutions of higher education. ICHE Policy on Dual Credit Courses does not preclude institutions from imposing more stringent demonstrations of readiness for students interested in taking college-level courses in high school.

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 dual-credit courses.

POLICY ELEMENT: Students have the opportunity to take college courses for dual credit so they earn both high school and college credits upon successfully completing courses.

In Evidence

Postsecondary Enrollment Program/Double Up/Fast Track: According to ICHE’s Policy on Dual Credit Opportunities in Indiana, “all postsecondary institutions must generate transcripts for students completing dual-credit courses.” Students who successfully complete these courses are also entitled to credit toward graduation requirements at the secondary school.

POLICY ELEMENT:College courses offered within secondary schools use the same syllabus and exams as comparable courses taught on a college campus.

In Evidence

Postsecondary Enrollment Program/Double Up/Fast Track: Course syllabi used for the dual-credit courses should be identical to those used in the same courses taught on the postsecondary campus—including class assignments, laboratory experiments, and examinations—and courses should use comparable textbooks. Postsecondary institutions are responsible for ensuring that dual-credit courses offered within the high school are of identical quality and rigor as courses offered on the college campus. In addition, student learning outcomes must be the same for students in dual-credit programs as for the courses taught on the postsecondary campus.

POLICY ELEMENT: The postsecondary institution conferring credit sets the qualifications for faculty teaching courses taken for dual credit.

In Evidence

Postsecondary Enrollment Program/Double Up/Fast Track: A postsecondary faculty member monitors, throughout the school year, the delivery and quality of dual-credit instruction. Monitoring includes site visitations to the high school classroom. In addition, high schools and postsecondary institutions partner to identify instructors of dual-credit courses based on criteria defined by the college or university. Approved instructors of dual credit must have credentials that are consistent with those required for on-campus faculty at the college or a development plan approved by the postsecondary institution to satisfy this requirement.

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 schools targeting students who are underrepresented in higher education.

POLICY ELEMENT: Funding policies to support dual enrollment in the state create incentives for school districts to partner with institutions of higher education to offer dual credit opportunities for students.

In Evidence

Postsecondary Enrollment Program/Double Up/Fast Track: School districts and postsecondary institutions both receive state reimbursement—ADM and FTE, respectively—for costs associated with the delivery of dual-credit programs. However, funding streams are subject to fluctuations in state appropriations, and the FTE funding rate is calculated based on an institution’s total enrollment rather than FTE increases by program.

POLICY ELEMENT: Funding policies for dual enrollment support access for low-income high school students who are interested in taking college courses.

In Evidence

Double Up: Double Up students who are eligible for free- or reduced-lunch programs must have their tuition waived. The university or college may waive any student’s tuition, but they are not required to do so.

Not in Evidence

Postsecondary Enrollment Program: Postsecondary institutions can grant financial assistance to students enrolled in the Postsecondary Enrollment Program, but they are not required to do so.

Fast Track: Fast Track’s policy does not contain any provision for tuition assistance to low-income students.

POLICY ELEMENT: Funding streams are flexible enough that funds can be used for professional development, books, lab fees, and student transportation.

Not in Evidence

Postsecondary Enrollment Program/Double Up/Fast Track: State funding does not pay for non-course-related costs associated with dual-credit programs.

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.

POLICY ELEMENT:States should designate a state board or governing body as having the authority and responsibility to guide dual enrollment policy, and develop an administrative structure to provide support to program leaders and dual enrollment partners.

In Evidence

Postsecondary Enrollment Program/Double Up/Fast Track: In 2008, the state established the Indiana Concurrent Enrollment Partnership in order to coordinate outreach and recruitment to students and teachers to participate in concurrent enrollment programs, and to develop a plan to expand dual enrollment programs to every high school in Indiana. The Partnership is also charged with developing recommendations on dual-credit matters for the state board of education and ICHE. In addition, ICHE, in partnership with the Department of Education, postsecondary institutions, and local school districts, will prioritize state funding, expand accessibility, and build instructional capacity for student dual credit.

POLICY ELEMENT: States should report annually on dual enrollment participation and impact. 

In Evidence

Postsecondary Enrollment Program/Double Up/Fast Track: HB 1246 holds the Indiana Concurrent Enrollment Partnership responsible for developing and submitting an annual report on all three dual-credit programs to the Department of Education and ICHE before July 1 of each year. The report includes information on student performance, college attainment, program costs, student demand for programs, and student demographics.

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.

POLICY ELEMENT: States should develop a unit-record statewide data system that identifies dual enrollees by demographic characteristics and monitor student progress longitudinally across the K-12 and higher education systems.

Not in Evidence

Indiana can match K-12 and postsecondary records using student identifiers, but the two data systems are not currently linked.

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 over-age and undercredited, as well as youth who have dropped out of high school.

POLICY ELEMENT: States should require that districts and postsecondary institutions specify and document key roles and responsibilities in a memorandum of understanding or cooperative agreement.

In Evidence

Double Up: The delegation of support responsibilities are defined within an agreement between the school district and postsecondary institution offering dual-credit through Double Up.

Not in Evidence

Postsecondary Enrollment Program/Fast Track: Student support responsibilities are not expressly addressed in policy for these programs. 

POLICY ELEMENT: States should require each dual enrollment partnership to provide a liaison between high school and college partners, with responsibilities for advising students, assisting with course scheduling, and linking students to support services.

Not in Evidence

Postsecondary Enrollment Program/Double Up/Fast Track: The state neither requires nor supports dual-credit partnerships to provide a liaison.