NACEP in Statewide Policies


National Center on Education Statistics

CTE Dual Enrollment: A Strategy for College Completion, Workforce Investment
Dual enrollment programs are expanding -- and so are dual enrollment programs with a career and technical education (CTE) focus. The most recent data available from the National Center on Education Statistics show that 82 percent of high schools had students enrolling in dual enrollment coursework in 2010-11. Research makes it clear that CTE dual enrollment courses improve outcomes for traditionally underserved students. Read the new report from ECS.

NACEP updates

The following is excerpted from a January 20, 2014 posting on the Concurrent Enrollment Partnerships Discussion List, from Adam Lowe, Executive Director of the National Alliance of Concurrent Enrollment Partnerships (NACEP):

As many of you know, there has been growing interest in dual enrollment (and specifically the concurrent enrollment model) among the regional institutional accreditors of colleges and universities. You can watch online the remarks made by Dr. Steve Sheeleyof the Southern Association of Colleges and Schools at our national conference in Jacksonville last October.

Two recent developments you ought to be aware of:
  • The Higher Learning Commission of the North Central Association published its Dual Credit: Guidelines for Institutions and Peer Reviewers. The guidelines elaborate on the five areas where the commission's revised criteria (in effect as of last year) address quality assurance for dual credit.
  • The New England Association of Schools and Colleges Commission on Institutions of Higher Education published a proposed new Policy on Dual Enrollment Programs to provide clarity on the Commission's expectations for these programs. In addition, NEASC's proposed policy would require all institutions offering or planning to offer concurrent enrollment courses to get the Commission's approval through a Substantive Change request.

...NACEP is referenced in NEASC's proposed policy. NACEP-accredited programs that have had site-visits to high school locations from regional accreditors have reported being very prepared and positive site visitor feedback thanks to the practices in place due to adherence to NACEP standards.

In both cases the regional accreditors' policies are largely consistent with the practices and policies promoted by NACEP's national standards for concurrent enrollment partnerships. We will continue to work with the regional accreditors, as well as state agencies with concurrent enrollment oversight responsibilities to raise the quality of all concurrent enrollment partnerships.


Montana University System

The Dual Credit Incentive Program rewards teachers for teaching dual enrollment classes in high schools. For every college credit class taught in high school for dual credit, the teachers will receive a C4C Coupon reflecting the same credit value. These C4C Coupons may be redeemed for in-state graduate or undergraduate tuition at any public or tribal college in the state of Montana. Coupons may be assigned to anyone. Teachers may use them to obtain graduate credits, or they may assign them to any child, friend or student. They may also be pooled with other dual credit teachers to create scholarships.

Teachers will be sent an award letter each semester with login information and instructions for assigning C4C Coupons. Coupons must be assigned by the teacher, before they may be redeemed for tuition.


Dual Credit Program Approval and Renewal Guidelines and Procedures

Developed by the Oregon Dual Credit Oversight Committee, November 4, 2014


Memphis Case Study

NACEP recently (2014) published an interesting report:

Expanding Access to Dual Enrollment and College: A Case Study of Memphis City Schools
The study identifies the approaches that Memphis took to expand access, student recruitment and selection methods, and describes how the initiative was implemented.
Key points:
  • Memphis’ dual enrollment program offers authentic college course experiences to high school students, the majority of whom are from groups traditionally underserved in higher education.
  • Support from district leadership, including successive superintendents and deputy superintendents, played a vital role in making sure that the initiative was prioritized and adequately resourced.
  • Dual enrollment programs contribute to the development of a college-going culture in Memphis high schools, including in those schools that are identified by the state as low-performing.
  • While access to dual enrollment is often limited to students who earn high grades or scores on ACT tests, Memphis found ways to enroll a wider range of students.
  • Access to dual enrollment courses is also greatly facilitated by Memphis’ commitment to offering courses at no cost to students.
  • Memphis structured its program to maximize access to dual enrollment courses by forming and strengthening partnerships and establishing effective administrative structures.


South Texas College, Dual 2 Degree

Handbook,Texas' HB5 Career Pathway Framework (from Dual Courses to Career Opportunities.)


Dual Credit Task Force Report (May 2014)