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.

Not in Evidence

Postsecondary Enrollment Options Programs/Career and Technical Preparation Programs: The superintendent of public instruction sets readiness criteria for both PSEO and CTP 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.

In Evidence

Postsecondary Enrollment Options Programs: A student can only take courses in the PSEO program in subject areas for which he or she has achieved a qualifying score on a readiness assessment or the Michigan Merit Examination.

Career and Technical Preparation Programs: The superintendent of public instruction determines what scores on the subject-area components of the Michigan Merit Examination indicate readiness to enroll in individual courses in CTP programs.

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

In Evidence

Postsecondary Enrollment Options Programs: Students can demonstrate eligibility for dual enrollment courses by earning qualifying scores on the PSAT, ACT, PLAN or Michigan Merit Examination tests. State policy allows some flexibility on this requirement. For example, students who excel on some but not all sections of the Michigan Merit Exams may enroll in courses in the disciplines in which they have received qualifying scores. However, students cannot demonstrate eligibility through other assessment methods.

Career and Technical Preparation Programs: CTP students demonstrate readiness on the basis of one or more assessments, subject to the discretion of the postsecondary institution.

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 Options Programs/Career and Technical Preparation Programs: Upon enrollment in either the PSEO or CTP program, students must designate whether a course is for high school credit, postsecondary credit, or both. Students taking more than one course under these programs can select different credit designations for each.

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

Not Applicable

Postsecondary Enrollment Options Programs/Career and Technical Preparation Programs: College courses are not taught within the high school in either PSEO or CTP programs.

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

Not in Evidence

Postsecondary Enrollment Options Programs/Career and Technical Preparation Programs: State policies do not address faculty qualifications in either program.

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 concurrent 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

Postsecondary Enrollment Options Programs/Career and Technical Preparation Programs: Michigan uses a formula to determine the amount districts must pay postsecondary institutions to fund students’ participation in dual enrollment courses.   A school district is responsible for the portion of a student's tuition equal to the prorated amount of funding it receives from the state for the portion of the school day the student attends the postsecondary course.

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

Not in Evidence

Postsecondary Enrollment Options Programs/Career and Technical Preparation Programs: School districts pay a portion of the course tuition according to a formula that accounts for the amount of time a student spends on the college campus. Districts may use local school operating revenue to pay for more than the formula requires, up to the full tuition cost, but students bear the remainder of the tuition costs.

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 Options Programs/Career and Technical Preparation Programs: School districts may pay the cost of textbooks, but the state does not require them to. In addition, students pay transportation costs to attend college classes.

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 administrative structures to support program leaders and dual enrollment partners.

Not in Evidence

Postsecondary Enrollment Options Programs/Career and Technical Preparation Programs: State oversight and policymaking roles are not explicitly defined, nor is there an administrative structure to support the PSEO and CTP programs.

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

In Evidence

Postsecondary Enrollment Options Programs/Career and Technical Preparation Programs: Districts must submit an Annual Education Report and an Annual Comprehensive Financial Report. These documents must include detailed information about courses taken, enrollment, course completion, and financial trends.

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 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.

Not in Evidence

Postsecondary Enrollment Options Programs/Career and Technical Preparation Programs: Michigan’s Center for Educational Performance and Information has collected data on dual enrollment since 2006, but neither it nor any other body appears to track student outcomes longitudinally across education 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 memoranda of understanding or cooperative agreements.

Not in Evidence

Postsecondary Enrollment Options Programs/Career and Technical Preparation Programs: Provisions in state policy encourage partnering institutions to establish cooperative agreements and provide academic and social supports for dual enrollees.

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 Options Programs/Career and Technical Preparation Programs: The state neither requires nor supports partnerships to provide a liaison.