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 institutions appear to be solely responsible for determining student eligibility.

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:

Vermont allows postsecondary institutions to independently define the eligibility criteria for dual enrollment students. While some institutions may adopt flexible eligibility requirements to broaden access to dual enrollment courses, nothing in state policy requires them to do so.

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

Not in Evidence:

Vermont allows postsecondary institutions to independently define the eligibility criteria for dual enrollment students.

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.

Not in Evidence:

Vermont policy does not explicitly require that students in dual enrollment courses earn high school and college credit simultaneously.

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

Not in Evidence:

Vermont policy does not include provisions pertaining to course quality or content.

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

Not in Evidence:

Instructor qualifications for Vermont’s dual enrollment programs are not defined in statute or regulation.

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:

No state policy specifically allows districts and postsecondary institutions to claim per pupil funding to support the cost of offering dual-credit courses. Postsecondary institutions receive tuition reimbursements from the state’s voucher program, but it is unclear whether they receive any additional financial support.

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

In Evidence:

School districts cover the cost of a student dually enrolled in a technical program. For the voucher program, the state covers the cost of one college course.

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

Not in Evidence:

State funding cannot be used to pay for non-course-related dual enrollment costs.

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:

No state-level governing body has been given authority over dual enrollment.

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

Not in Evidence:

State policy does not require any reporting or data collection relating to dual enrollment.

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:

Although Vermont’s education data systems have the ability to match student-level P-12 and higher education data, these data do not include student transcript information. Without this information, the state cannot track students’ academic progress longitudinally.

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:

Vermont policy does not require partnering institutions to specify and document roles and responsibilities in a cooperative agreement.

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:

The state neither requires nor supports partnerships to provide a liaison.