Principles For Designing Effective Dual Enrollment Programs¹⁴

Policies should increase the likelihood that students, especially those from underserved populations, will participate.

• All eligible students are able to participate.
• Student eligibility requirements are based on the demonstration of ability to access college content.
• Caps on the maximum number of courses students may complete are not overly restrictive.
• Students earn both secondary and postsecondary credit for successful completion of approved postsecondary courses. »» Program information is regularly made available to all students and parents.
• Counseling is made available to students and parents before and during program participation.

Policies should maintain consistent academic rigor across all course delivery options.

• Courses have the same content and rigor regardless of where they are taught.
• Instructors meet the same expectations as instructors of similar traditional postsecondary courses, and receive appropriate support and evaluation.
• Districts and institutions publicly report on student participation and outcomes.
• Programs undergo evaluation based on available data.

Policies should minimize financial barriers for students and financial disincentives for districts and colleges.

• Responsibility for tuition payments should not solely fall on families.
• Districts and postsecondary institutions are fully funded or reimbursed for participating students.

Policies must ensure dual enrollment credit is treated equitably.

• Postsecondary institutions accept dual enrollment credit as transfer credit, provided measures of quality are ensured.