Magazine article Techniques

State Policies Foster CTE Dual Enrollment

Magazine article Techniques

State Policies Foster CTE Dual Enrollment

Article excerpt

In recent years, states have been active in adopting legislation and policies that give students the opportunity to earn postsecondary credit in high school and that faster articulation and transfer of credit across institutions. These policies benefit employers, who require an increasingly educated and credentialed workforce, and they benefit students, who will be able to graduate from high school with relevant postsecondary credit that they can apply toward further education. Or if they have accumulated enough college credit to earn a valuable credential in addition to their high school diploma, they can use it to enter the workforce. Pursuing college credit in high school also teaches students the standards expected of them in postsecondary education.

These policies have become so prevalent that in 2014, 24 states passed legislation or adopted regulation related to dual/concurrent enrollment and credit, early college high schools, and articulation between and among secondary and postsecondary institutions. Thirteen states did so in 2013.

A majority of these policies fall into the category of dual/concurrent enrollment and credit. In dual or concurrent enrollment--terms often used interchangeably--secondary students are enrolled in both high school and a postsecondary institution. Upon successful completion, students may earn high school and college credit simultaneously (dual credit), or they may receive articulated credit that is accepted at the postsecondary institution when they matriculate.

Policy That Incentivizes

While many policies related to dual or concurrent enrollment and credit are not specific to career and technical education (CTE) programs, several stales in 2013 and 2014 passed legislation or adopted regulation that explicitly embraces earning postsecondary credit as part of CTE. States are using various approaches to facilitate this process and incentivize it for schools, students and industry.

For instance, Alabama incentivized industry support of CTE dual enrollment in 2014. Legislation established a scholarship program for CTE dual enrollment, intended to be funded by private donations from businesses and individuals, who in turn receive a tax credit equal to 50 percent of their donations. Businesses that donate to the program can direct up to 80 percent of their contributions to a particular CTE program. In addition, the state appropriated $5 million for CTE dual enrollment for FY 2015. These funds are to be distributed by the chancellor of the Alabama Community College System, who has been directed to work with industry partners to identify workforce needs.

In 2014, Alaska incentivized dual enrollment for postsecondary institutions that receive funding through the Technical Vocational Education Program (TVEP). Legislation modified TVEP to require institutions receiving funds, including the University of Alaska, Ilisagvik College and various technical centers, to have a dual credit articulation agreement or risk having 20 percent of their funding withheld.

In Texas, 2013 legislation broadened the state's dual enrollment policy to award credit for activities beyond the classroom, including credit for apprenticeships and other training that leads to an industry-recognized credential, certificate or associate degree. Students are able to earn credit concurrently toward their high school diploma and postsecondary academic requirements.

Nevada in 2014 adopted policy that streamlines and facilitates articulation agreements for CTE. …

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