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

TOPS Tech: The Louisiana Office of Student Financial Assistance, in accordance with a MOU between the Louisiana Board of Regents and the Louisiana Student Financial Assistance Commission determines initial and continuing student eligibility and provides a list of students to postsecondary institutions.

Not in Evidence

Early Start: Both secondary and postsecondary systems appear to have some measure of control in determining student eligibility for the program. However, eligibility is not jointly determined.

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.

In Evidence

Early Start: To be eligible for the Early Start program, a student must meet a baseline score on the PLAN, ACT, or SAT test, or meet the postsecondary institution’s prerequisite course requirements.

Not in Evidence

TOPS Tech: To dually enroll through the TOPS Tech program, a student must have at least a 2.0 GPA and pass the minimum scores on the English and mathematics sections of the state exit exam.

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

In Evidence

Early Start: Eligible students in Early Start must meet a baseline score on the PLAN, ACT, or SAT test, or meet the postsecondary institution’s prerequisite course requirements.

Not in Evidence

TOPS Tech: The sole indicator for eligiblility to participate in the TOPS Tech program is a minimum score on the English and mathematics sections of the state exit exam.

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

TOPS Tech/Early Start: Dual enrollment courses, including successfully completed college-level coursework in TOPS Tech and Early Start, must count toward both high school and college credit.

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

Not in Evidence

TOPS Tech/Early Start: Secondary and postsecondary institutions jointly determine appropriate course content, but neither state statute or code explicitly require course comparability.

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

In Evidence

TOPS Tech/Early Start: Postsecondary institutions must ensure that secondary faculty possess necessary qualifications and meet appropriate regional and program accreditation requirements for instruction. 

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.

Not in Evidence

TOPS Tech: Although postsecondary institutions are reimbursed for the costs of dual enrollment in the TOPS Tech program, policy does not specify whether high schools are compensated full average daily attendance (ADA) funding allotments for dual enrollees.

Early Start: This program pays postsecondary institutions $100 per college credit hour, not to exceed $300 per course, for each course in which a student enrolled in a Louisiana public high school is eligible to enroll. State policy does not mention ADA reimbursement for high schools.

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

In Evidence

TOPS Tech: If a student in the TOPS Tech program enrolls in a public postsecondary institution, the state pays the cost of tuition and mandatory fees.

Early Start: The Early Start program covers tuition costs for students in the program, as postsecondary institutions are not allowed to charge high school students tuition or fees.

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

In Evidence

TOPS Tech: The TOPS Tech program provides allowances to students to cover the costs of textbooks, supplies, and transportation.

Not in Evidence

Early Start: State funding covers all costs for Early Start students enrolling in college courses with the exception of textbooks, parking, and laboratory fees.

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.

Not in Evidence

TOPS Tech/Early Start: The Louisiana Office of Student Financial Assistance administers the Early Start and TOPS Tech programs, but there does not appear to be an overall guiding structure for monitoring program quality or making recommendations.

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

Not In Evidence

TOPS Tech/Early Start: Not set in policy.

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

Data is not linked longitudinally between K-12 and higher education data systems.

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.

Not in Evidence

TOPS Tech/Early Start: State policy does not require an agreement or memorandum of understanding between secondary and postsecondary partners, nor is any official documentation of support responsibilities required.

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

TOPS Tech/Early Start: Louisiana neither requires nor supports dual enrollment partnerships to provide a liaison.