Technical Assistance Paper: Guidelines for Career and
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Technical Dual Enrollment
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Scope and Methods
The purpose of this paper is to provide guidelines for the administration of dual
enrollment in career and technical education (CTE). The research methods employed in
this study included analysis of relevant statutes, rules, and other documents such as
interinstitutional articulation agreements as well as interviews with district and
community college administrators and relevant Florida Department of Education (FDOE)
staff.
Questions and Answers
What is dual enrollment?
Florida Statutes define dual enrollment as one of several articulated acceleration
mechanisms (Advanced Placement, International Baccalaureate, the Advanced
International Certificate of Education, and other postsecondary early entrance
opportunities) where students enroll in postsecondary instruction and receive both
postsecondary and secondary credit.
1
The intent is to broaden curricular options, increase
depth of study options available to students, and shorten the time necessary for
completing the requirements for earning a standard high school diploma and a
postsecondary certificate or degree.
Through dual enrollment, public, private, and home education secondary students may
enroll in postsecondary courses creditable toward both high school graduation and a
career certificate or an associate or baccalaureate degree. There are two curricular
avenues for students to participate in dual enrollment: early college dual enrollment
(college credit) and career and technical certificate (clock hour) dual enrollment. Early
college dual enrollment refers to academic or college credit coursework at the
postsecondary level that leads to a college degree. Early college dual enrollment is
available through community colleges and universities. Career and technical education
dual enrollment, also referred to as career dual enrollment, is a curricular option of
elective credits toward earning the high school diploma and completing a career-
preparatory certificate program and is available through district career centers and
community colleges. Career dual enrollment is not intended to enable students to take
isolated courses unrelated to a program. School districts must inform all students of the
option and eligibility criteria. Students participating in dual enrollment are exempt from
the payment of registration, tuition, and laboratory fees.
The key feature of dual enrollment is the award of both secondary and postsecondary
credit, not the location of instruction. Courses taken through the dual enrollment
1
See Appendix A for section of the Florida Statutes related to dual enrollment (Section 1007.271, F.S.).
October 2008
1
program are postsecondary courses taught by faculty with the credentials required for the
certificate or degree level. There are arrangements whereby secondary students can take
secondary-level courses at postsecondary institutions. These arrangements are sometimes
referred to as “shared enrollment” but they are not dual enrollment because the student is
receiving secondary credit only.
2
Vocational preparatory instruction, college preparatory
instruction, and other pre-collegiate instruction are ineligible for dual enrollment credit
because students do not receive postsecondary credit. Physical education skills courses
are also ineligible for dual enrollment.
What are the advantages of dual enrollment for CTE students and programs?
For students, the advantages of dual enrollment include ease of postsecondary credit
transfer, access to postsecondary education and student support services, and a
challenging curriculum that shortens the time necessary for completing the requirements
for a postsecondary certificate or degree. Research suggests that a rigorous and relevant
secondary curriculum engages students and reduces dropout rates. For technical centers,
dual enrollment can facilitate the recruitment of talented high school students into their
3
programs.
Who is eligible for dual enrollment?
4
Students who wish to dually enroll in courses leading to a degree at a community college
or university must meet cut scores established in Rule 6A-10.0315, F.A.C. on the Florida
College Entry-Level Placement Test (CPT), ACT, or SAT exams. In addition, students
must have at least a 3.0 unweighted high school grade point average (GPA) to
demonstrate readiness for participation in college credit courses through dual enrollment.
Students must have a 2.0 unweighted GPA and demonstrate readiness for career-level
coursework to dually enroll in career certificate programs. Districts and community
colleges may establish in their interinstitutional articulation agreements minimum GPAs
that differ from the requisite GPAs listed above. In the case of district technical center
dual enrollment, changes to the 2.0 minimum GPA must be specified in district school
board policy.
How should readiness for career dual enrollment be measured?
Because dual enrollment is an acceleration mechanism made available to advanced
secondary students, eligibility criteria should be set so that participating career education
students require no remediation. Therefore, districts and community colleges should
establish career education dual enrollment criteria. These criteria must include the
statutorily required 2.0 minimum high school GPA (or the GPA specified in the
2
Another term, “co-enrollment,” refers to secondary students taking adult education courses for high
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school graduation credit.
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3
See Hughes, K. L., Karp, M. M., Bundting, D., and Friedel, J. (2005). Dual enrollment/dual credit: Its role
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in career pathways. In D. Hull (Ed.),
Career pathways: Education with a purpose
(pp. 227-256). Waco,
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TX: Cord Communications.
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4
Eligibility criteria are found in Section 1007.271(3), F.S.
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October 2008
2
applicable interinstitutional articulation agreement or local board policy). In addition, the
criteria may include any or all of the following: basic skills exit requirements already
established in the curriculum frameworks, interviews, transcripts, references, or other
proven indicators or predictors of career education performance (including Individualized
Education Plan (IEP) team recommendations for students with disabilities
5
) as
determined locally by board policy of the postsecondary institution.
6
A separate and unique instrument has been developed for some programs. For example,
the Florida Criminal Justice Standards and Training Commission developed a Basic
Abilities Test for law enforcement, correctional, and probation officers based on a job
task analysis in each discipline. Some Nursing programs have a similar testing
requirement for entry. Instruments must be designed by professional test developers with
expertise in psychometrics. Instruments must be valid and reliable and conform to all
applicable state and federal regulations.
Can the Test of Adult Basic Education (TABE) be used to measure readiness
for career dual enrollment?
7
No, not as a sole measure. According to McGraw-Hill, the TABE is an excellent tool to
assist in making decisions regarding academic programs and employment, but only when
used in conjunction with other information such as interviews, transcripts, and references.
McGraw-Hill recommends that the TABE not be used as a sole measure in a screening
process. The statutory minimum GPA requirement serves as an additional indicator of
readiness and predictor of performance and complies with McGraw-Hill’s
recommendation.
8
Who pays for books and instructional materials?
Assigned instructional materials must be provided to public high school students free of
charge.
9
Materials are the property of the school board or community college that
purchased them. Interinstitutional articulation agreements should indicate which entity,
school district or community college, will be responsible for supplying textbooks. While
home-schooled and private school students are required to pay for their own books and
5
Section 1004.91(3) allows local districts and community colleges to adopt policies that exempt students
with disabilities.
6
Section 1007.235(2)(b)(6) describes required elements of interinstitutional articulation agreements
between colleges and districts. Districts should use these agreements as guides when establishing board
policy on dual enrollment at career centers.
7
The TABE is a widely used instrument published by McGraw-Hill that measures basic skills in reading,
mathematics, and language skills. In Florida, the TABE is used as an exit criterion for postsecondary
career certificate programs, as indicated in the curriculum frameworks. A basic skills examination such as
TABE must be administered to students within the first six weeks after admission into a postsecondary
career certificate program of 450 hours or more in length. This is to determine if and how much
remediation would be necessary for the student to meet the basic skills exit requirement for the program.
Students with disabilities may be exempt from the basic skills exit requirement as per local board policy of
the district or community college.
8
Section 1007.271(3), F.S.
9
Section 1007.271(14), F.S.
October 2008
3
instructional materials,
10
community colleges may choose to provide books and
instructional materials to these students free of charge.
11
In the 2008-09 budget year,
$4.44 million was allocated to districts through the Florida Education Finance Program
(FEFP) to purchase dual enrollment instructional materials.
12
Are districts required to increase student access to dual enrollment?
Yes.
13
In 2006, as part of the A++ initiative, statutory language related to dual
enrollment was amended to expand access for eligible students. Districts are required to
inform all secondary students about dual enrollment options including eligibility criteria,
the option for taking dual enrollment courses beyond the regular school day, and the
minimum academic credits required for graduation. Alternative grade calculations,
weighting systems, and information regarding education options that discriminate against
dual enrollment are prohibited. School boards must annually assess the demand for dual
enrollment and consider strategies and programs to meet that demand including access to
dual enrollment on the high school campus whenever possible.
How will the Career and Professional Education Act of 2007 affect dual
enrollment?
The Career and Professional Education Act
14
requires districts to have at least one
operational career and professional academy at the beginning of the 2008-09 school year.
The law requires districts, local workforce boards, and postsecondary institutions to
collaboratively develop five-year strategic plans that include opportunities for high
school students to earn weighted or dual enrollment credit for higher-level career and
technical courses. These academies by definition must have programs that lead to
industry recognized certifications. Each student who completes a career and professional
academy program, earns an approved certification, and graduates with a standard high
school diploma will result in a 0.3 FTE bonus for the district in the following year for
courses that were not funded through dual enrollment.
15
Can students dually enroll in a CTE program or courses full-time?
Yes. This is early admission, which is a form of dual enrollment.
16
For financial aid
purposes, full-time is defined as 12 postsecondary credit hours or 450 clock hours per
semester.
17
Early admission students are ineligible for Bright Futures scholarships.
18
10
Section 1007.271(10)(a), F.S.
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11
Section 1007.271(14), F.S.
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12
See specific appropriation 89 of the 2007 Appropriations Act.
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13
Section 1007.271(5), F.S.; Ch. 2006-74, Section 39, Laws of Florida.
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14
Ch. 2007-216, Laws of Florida. The law can be found in Sections 1003.491 and 1003.493, F.S.
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15
Section 1011.62(1)(o), F.S.
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16
Section 1007.271(8), F.S.
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17
Section 1009.40(1)(b), F.S. and 6A-20.001 F.A.C.
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18
Senate Bill 10C in special session 2007C eliminated Bright Futures Scholarships for students in early
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admissions programs who do not have a high school diploma. See Ch. 2007-330, Laws of Florida.
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October 2008
4
Can home education students participate in CTE dual enrollment?
Yes.
19
Districts are responsible for providing home education students with
documentation of enrollment in a home education program, which students must provide
to the postsecondary institution in which they want to dually enroll. A documented home
education student who wants to dually enroll at a community college does not need
permission or approval from the district to do so. Home education students are
responsible for their instructional materials and transportation unless provided for by the
district or community college. Districts and community colleges must delineate courses
and programs for dually enrolled home education students and identify eligibility criteria
not to exceed those for other dually enrolled students.
Districts may have a part-time home education enrollment policy. Each district’s Home
Education Coordinator can provide information about district policy, registration
timelines, and dual enrollment eligibility requirements for part-time home education
programs. If a part-time home education student participates in the district’s dual
enrollment program with a community college, the district’s interinstitutional articulation
agreement with the community college applies.
Can private school students participate in CTE dual enrollment?
Yes.
20
The private school from which the student enrolls must report Annual Private
School Survey data to the state, and its curriculum must be in compliance with the state’s
general requirements for high school graduation.
21
It is recommended that community
colleges maintain articulation agreements with non-public schools that mirror their
interinstitutional articulation agreements with districts.
22
Non-public high schools do not
receive state funding for dual enrollment students.
Are dually enrolled home education and private school students exempt from
paying registration, tuition, and lab fees?
Yes.
23
Can home schooled students dually enroll in a CTE program or courses full-
time through early admission?
Yes, home schooled students may participate in early admission. The district or
community college at which the student will be dually enrolled for postsecondary credit
may require home education students to demonstrate the equivalent of six semesters of
full-time secondary enrollment to be eligible for early admission.
19
Section 1007.271(10), F.S.
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20
Section 1007.271(2), F.S.
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21
Sections 1002.42(2) and 1003.43, F.S.
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22
Pursuant to Section 1007.235(7), F.S.
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23
Section 1007.271(13), F.S.
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October 2008
5
Are grades earned by dually enrolled CTE students weighted?
Beginning with students entering ninth grade in the 2006-07 school year, school districts
and community colleges must weight grades earned in dual enrollment courses the same
as Advanced Placement (AP), International Baccalaureate (IB), and Advanced
International Certificate of Education courses (AICE).
24
No distinction is made in statute
between academic and career dual enrollment in this regard.
How is career dual enrollment funded?
Both the public secondary and postsecondary partners involved in providing dual
enrollment receive funding through their respective budget silos. On the secondary side,
districts receive funds through the Florida Education Finance Program (FEFP), the
statewide preK-12 school funding formula that distributes tax dollars to school districts.
The FTE earned by these students is basic and unweighted, compared with secondary
career and technical education courses, which carry an additional weight in the formula.
For 2008-09, the weight for FTE in secondary career and technical courses was 1.077.
25
On the postsecondary side, districts and community colleges receive funding through
their respective workforce education budgets, which are allocated based on enrollment,
program cost factors, local fee revenue, and performance. School districts do not receive
FTE-based FEFP funds for summer term dual enrollment, but they may use discretionary
Supplemental Academic Instruction funds if available.
26
How should CTE dual enrollment student data be reported?
27
Parallel reporting is required to ensure that state funds are properly allocated and students
receive postsecondary and secondary credit that applies toward high school graduation, a
postsecondary degree or certificate, and Bright Futures Scholarship requirements. The
relevant databases include the K-12 Automated Student Information System, Workforce
Development Information System (WDIS), and the Community College Student Data
Base. Proper reporting by districts of parallel records for dually enrolled students
requires the use of the postsecondary program number in the secondary and
postsecondary records.
28
Districts should verify that each dual enrollment postsecondary
course is on the approved substitution list for high school graduation requirements and
the Bright Futures Comprehensive Course Table for Gold Seal Scholarship eligibility
(see page 13 for more information about the Gold Seal Scholarship).
24
Section 1007.271(16), F.S.
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25
See Chapter 2008-152, Laws of Florida, Specific Appropriation 81.
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26
Section 1011.62(1)(f), F.S.
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27
Most of the information in this section is found in the 2008-09 edition of the FTE General Instructions,
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which can be found at http://info.fldoe.org/docushare/dsweb/Get/Document-4586/coefo_08_07att.pdf
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28
Course numbers can be found in the Statewide Course Numbering System
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(http://scns.fldoe.org/scns/public/pb_index.jsp). Postsecondary vocational program codes can be found in
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the Course Code Directory (http://www.fldoe.org/articulation/CCD/default.asp).
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October 2008
6
District K-12
Career dual enrollment for students in grades 9 through 12 is funded through the FEFP.
FTE is reported in Basic FEFP Program Number 103, and the dual enrollment indicator
must be set at ‘C.’ Instructional time for dual enrollment may vary from 900 hours, but
districts may report a maximum of 1.0 FTE for each student. Dual enrollment FTE
student membership is calculated in an amount equal to the hours of instruction that
would be necessary to earn the FTE membership for an equivalent course taught in the
school district.
29
Five instructional settings for delivering career and technical dual enrollment are
recognized for state funding through the FEFP, and each has distinct reporting
requirements:
The first scenario is
postsecondary career instruction provided at a career technical
center located in another school district
. The district of enrollment must create a student
course record format with its district number and school number indicated for enrollment
and instruction. Documentation must be maintained to show that the student is a dual
enrollment student. The district of enrollment is the district sending the student for dual
enrollment instruction. The value of
FTE Earned, Course
must by calculated as the
amount necessary to earn the FTE and the funding for an equivalent course if it were
taught in the school district. The
Aggregate FTE
Earned, Course
for the student is
subject to the 0.5 limit for the reporting period. The value of
Class Minutes, Weekly
, will
be the value for that course as taught in the district of instruction. The
Dual Enrollment
Indicator
must be “C.” A matching teacher course record format must be created for the
student course record(s).
The second scenario is
postsecondary CTE instruction provided at a community college
.
Students who are dually enrolled in a community college for CTE instruction and who
meet all eligibility requirements should be reported by the district of enrollment the same
as the first scenario. The
School Number, Current Instruction/Service
element should be
the community college number (C901-C928).
Dual Enrollment Indicator
must be ‘B’,
‘C’ or ‘E’ as appropriate. Code ‘B’ is career and technical college credit dual enrollment
and includes students working toward an Associate in Science (A.S.) or Associate of
Applied Science (A.A.S.) degree, an Applied Technology Diploma (A.T.D.), or enrolled
in a college credit certificate program. Code ‘C’ is career certificate dual enrollment and
includes students working in a postsecondary career certificate program. Code ‘E’ is
early admission.
The third scenario is
postsecondary CTE instruction provided by community college
personnel on the campus of a secondary school
. The school reports the dual enrollment
courses using FEFP Program Number 103. The value of
FTE Earned, Course
must be
29
Chapter 2008-142, Laws of Florida amends Section1011.62(1)(i), F.S., deleting the requirement that dual
enrollment courses be reported for 75 membership hours and provides that dual enrollment membership
shall be calculated in an amount equal to the hours of instruction that would be necessary to earn the FTE
student membership for an equivalent course if it were taught in the district high school.
October 2008
7
calculated as the amount necessary to earn the FTE and the funding for an equivalent
course if it were taught in the school district. The
Aggregate FTE Earned, Course
, for
the student is subject to the 0.5 limit for the reporting period. The
School Number,
Current Instruction/Service
is that of the secondary school. The
Dual Enrollment
Indicator
is ‘B’ or ‘C’ as appropriate and a matching teacher course record is required.
The fourth scenario is
postsecondary CTE instruction provided at a career technical
center located in the same district
. Students are enrolled in and receive instruction at a
secondary school and also receive postsecondary CTE instruction at a career technical
center operated by the same school district. The secondary school must report the dual
enrollment courses with Basic FEFP Program 103. The value of
FTE Earned, Course
must by calculated as the amount necessary to earn the FTE and the funding for an
equivalent course if it were taught in the school district. The
School Number, Current
Instruction/Service
is that of the secondary school, and the
Dual Enrollment Indicator
is
‘C.’ A matching teacher course record must be submitted.
The fifth scenario is that of
postsecondary CTE instruction provided by career technical
center personnel on the campus of a secondary school
. The secondary school must
report the dual enrollment courses with Basic FEFP Program 103. The value of
FTE
Earned, Course
must by calculated as the amount necessary to earn the FTE and the
funding for an equivalent course if it were taught in the school district. The
School
Number, Current Instruction/Service
is that of the secondary school. The
Dual
Enrollment Indicator
is ‘C’ and a matching teacher course record is required.
District Postsecondary
If a student is dually enrolled in a district career technical center, the student’s record
should appear in the WDIS database with a postsecondary program number and be coded
as
Adult Fee Status
‘Q’ (fee exempt – dual enrollment). The
Dual Enrollment Indicator
is ‘B’ (vocational certificate dual enrollment) or ‘C’ (early admission) as appropriate in
the WDIS Student Course schedule in all reporting surveys.
30
Community Colleges
The Florida College System Student Database contains two data elements for indicating
dually enrolled secondary students. Students should be coded in the
Course Dual
Enrollment/Co-Enrollment Flag
as ‘S’ (public), ‘P’ (private), or ‘H’ (home school) based
on their secondary instruction and in the
Course Dual Enrollment Category
as ‘DA’
(college credit), ‘DV’ (non-college credit), ‘EA’ (early admission – college credit), or
‘EV’ (early admission – non-credit).
30
See Appendix B for a description of the WDIS dual enrollment indicator data element.
October 2008
8
How do local articulation agreements shape dual enrollment policy?
Florida Statutes require district superintendents to maintain interinstitutional articulation
agreements with community colleges that establish acceleration frameworks, including
dual enrollment, for secondary students.
31
These agreements must include the following
statutory requirements:
•
?
Ratification by community college president and district superintendent of all
existing articulation agreements between the community college and the school
district.
•
?
Courses and programs available to students eligible to participate in dual
enrollment, including a plan for the community college to provide guidance
services.
•
?
The process by which parents and students are notified of the option to
?
participate.
?
•
?
The process by which students and parents exercise their option to participate.
•
?
High school credits earned for completion of each dual enrollment course.
•
?
Provision for courses that can be counted toward meeting graduation
?
requirements.
?
•
?
Eligibility criteria for student participation in dual enrollment courses and
?
programs.
?
•
?
Institutional responsibilities for student screening prior to enrollment, and
?
monitoring enrolled students.
?
•
?
Criteria by which the quality of dual enrollment courses and programs are to be
judged and maintained.
•
?
Institutional responsibilities for the cost of dual enrollment courses and programs.
•
?
Responsibility for providing student transportation.
•
?
Process for converting college credit hours to high school credit based on mastery
of course outcomes.
•
?
Identification of the responsibility of the college to assign letter grades for dual
enrollment courses and the district to post these grades to the high school
transcript.
•
?
Mechanisms and strategies for reducing the incidence of postsecondary
remediation in math, reading, and writing for first-time-enrolled recent high
school graduates.
•
?
Mechanisms and strategies for promoting “Tech Prep” programs of study.
32
•
?
A plan that outlines the mechanisms and strategies for improving the preparation
of elementary, middle, and high school teachers.
31
Section 1007.235, F.S.
?
32
Tech Prep was phased out as of 2008-09.
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October 2008
9
The Florida Department of Education Office of Articulation provides a template for
writing interinstitutional agreements and keeps copies of all agreements on file.
33
Of the
35 agreements (between 35 districts and 27 community colleges) reviewed in this study,
most were relatively current: 22 were ratified in 2006, six in 2005, six in 2004, and one
in 2000. The Office of Articulation reviews all agreements and encourages annual
updates. Monitoring of statutory compliance is done by the Office of Articulation which
makes recommendations in collaborative meetings, regional workshops, and discussions
with the Articulation Coordinating Committee (see below).
The Office of Articulation provides staff for the Articulation Coordinating Committee
(ACC), which is a K-20 advisory body appointed by the Commissioner of Education.
34
It
comprises representatives from all levels of public and private education: the State
University System, the State College System, independent postsecondary institutions,
public schools, nonpublic schools, and career and technical education. There is also a
member representing students. The ACC exists to coordinate ways to help students move
easily from institution to institution and from one level of education to the next.
Are there dual enrollment cost sharing arrangements between districts and
community colleges?
There are three scenarios describing how CTE dual enrollment costs are absorbed
between districts and community colleges:
1.
?
Both district and community college absorb costs independently,
2.
?
College reimburses district for instruction delivered on high school
campus by high school teachers, and
3.
?
District reimburses college for instruction delivered by community college
instructors on high school campus.
An analysis of 35 interinstitutional articulation agreements revealed that over half of the
agreements either did not mention cost sharing or stated that costs would be absorbed
independently (see Exhibit 1). Twenty-seven of the 28 community colleges and 34 of the
67 school districts were represented in the sample.
35
In eight (23%) of the agreements,
colleges reimburse districts, and in four (11%) of the agreements, districts reimburse
colleges. Separate cost sharing agreements were cited in four (11%) of the agreements
examined.
33
Download template at http://www.fldoe.org/articulation/pdf/interinstitutional-articulation-
?
agreements.pdf .
?
34
6A-10.024, F.A.C., Articulation Between and Among Universities, Community Colleges, and School
?
Districts, delineates the authority of the Articulation Coordinating Committee but does not explicitly
?
address career dual enrollment.
?
35
An agreement from Florida Keys Community College was not on file in the Office of Articulation.
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October 2008
10
Exhibit 1
Institutional responsibilities for the costs of dual enrollment, 2007
Costs absorbed
independently
Colleges reimburse districts
17, 49%
Separate agreement
Not mentioned
Districts reimburse colleges
8, 23%
4, 11%
2, 6%
4, 11%
Source: Analysis of interinstitutional articulation agreements on file at FDOE
What are the secondary course equivalencies to postsecondary CTE courses?
The Dual Enrollment Course Equivalency List is an annually updated list of dual
enrollment courses that meet high school graduation requirements and the amount of
credit that must be awarded on students’ transcripts.
36
While the list identifies commonly
taken dual enrollment courses that satisfy subject area requirements, current law allows
for any course in the Statewide Course Numbering System (SCNS) with the exception of
physical education and remedial courses to be available for dual enrollment.
According to the list, all three-credit (or equivalent) postsecondary courses taken through
dual enrollment that are part of a postsecondary career/technical program of study
(Career Certificate, Technical Certificate, Advanced Technical Certificate, ATD, AAS,
AS) shall be awarded 0.5 elective credit toward high school graduation.
37
Typically, the
clock hour equivalent to three-credit college credit courses is 90 clock hours or a
calculation of 30 clock hours to one college credit hour.
How are clock hours converted to secondary credit?
While three college credit hours equals 0.5 secondary credit, converting work done in a
district career certificate program to secondary credit has been more problematic. Career
education programs were designed to fit the needs of adult learners by focusing on
36
The list can be found online at www.facts.org.
37
More information on high school graduation requirements under Florida’s A++ Plan can be found at
http://www.fldoe.org/APlusPlus/pdf/MAJORSGuideHSGraduation2007.pdf
October 2008
11
competencies and allowing open entry throughout the year. District programs were not
divided into courses built into a highly structured academic calendar. This flexibility is
desirable for adult learners, but presents difficulty when articulating with course-based
curricula. Community college certificate programs are separated into courses, which
makes transfer and articulation easier.
As a guideline, 135 instructional hours is equivalent to one secondary credit (120 with
block scheduling), however, the determination of equivalency should be based on
content, not “seat time.”
38
Instructional hours in career education programs are also
known as “clock hours.” The Curriculum Frameworks are structured so that 150
postsecondary clock hours are the equivalent of one secondary credit.
Beginning in 2009-10, all district career certificate programs will be composed of courses
listed in the Statewide Course Numbering System for which students will register and
will appear on electronic transcripts. The clock hours associated with these courses will
vary, and the 150 clock hours to one secondary credit ratio will still apply.
Do career dual enrollment courses meet Gold Seal Scholarship eligibility
requirements?
39
One important issue from the student’s perspective is how postsecondary work will apply
toward eligibility requirements for the Bright Futures Gold Seal Vocational Scholarship
(GSVS). The Florida Bright Futures Scholarship Program is a lottery-funded
achievement-based scholarship program with three levels of awards: Academic Scholar,
Medallion Scholar, and Gold Seal Vocational Scholar.
40
To be eligible for the Gold Seal
Scholarship, students must earn three secondary credits in a single vocational program.
Career and technical postsecondary credit earned through dual enrollment can be used to
meet GSVS eligibility requirements. For a student to use postsecondary credit earned
through dual enrollment at a community college or university for GSVS eligibility, there
must be an articulation agreement between the college/university and the district. The
Bright Futures Comprehensive Course Table (CCT) lists the secondary and dual
enrollment postsecondary courses and programs used to determine Bright Futures
eligibility. If there is a program or course specified in an interinstitutional articulation
agreement that is not in the CCT, district or community college staff should contact the
Standards, Benchmarks, and Frameworks Section at 850-245-0446 for review and
approval of the equivalency.
As an example of how to use the CCT, the postsecondary career education program
Computer Systems Technology contains both secondary and postsecondary dual
enrollment course options including both career certificate and college degree programs.
District career certificate programs are identified by their postsecondary vocational
38
Sections 1003.436 and 1007.271 F.S.
?
39
Sections 1009.53 and 1009.536, F.S.
?
40
More information on the Florida Bright Futures Scholarship Program is available at
?
http://www.floridastudentfinancialaid.org/ssfad/factsheets/BF.htm.
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program code (a letter followed by six digits). Community college credit and certificate
program courses are identified using the Statewide Course Numbering System.
In the case of Computer Systems Technology, a secondary student dually enrolled at a
career technical center would take career education program number I470104. To find
out what secondary programs this would apply toward for Bright Futures eligibility, start
by going to the CCT at https://nwrdc.fsu.edu:1305/fnbpcm02 and entering the
postsecondary program number in the course number search box.
Search by vocational
program number
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After clicking the search button, there is a screen that provides information about this
program including the maximum number of secondary credits from this program a
student could apply toward Bright Futures and SUS admission.
Number of
secondary credits
(6) that can be
applied toward
Bright Futures
eligibility
Click here to see
all secondary
programs this
postsecondary
program applies
toward
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Clicking on the ‘Y’ under ‘Voc Crse’ will lead to a page that lists all secondary programs
for which credit in I470104 could be applied. A student who earns a combination of
three secondary credit equivalents in the postsecondary Computer Systems Technology
program and either of the secondary programs listed in the CCT (8730000 and 8732100)
would meet the course pre-requisite requirements of the Gold Seal scholarship.
Credit from I470104 may be
applied toward either of two
secondary programs: 8730000
and 8732100
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Appendix A
Section 1007.271, Florida Statutes
(1) The dual enrollment program is the enrollment of an eligible secondary student or
home education student in a postsecondary course creditable toward high school
completion and a career certificate or an associate or baccalaureate degree.
(2) For the purpose of this section, an eligible secondary student is a student who is
enrolled in a Florida public secondary school or in a Florida private secondary school
which is in compliance with s. 1002.42(2) and conducts a secondary curriculum pursuant
to s. 1003.43. Students enrolled in postsecondary instruction that is not creditable toward
the high school diploma shall not be classified as dual enrollments. Students who are
eligible for dual enrollment pursuant to this section shall be permitted to enroll in dual
enrollment courses conducted during school hours, after school hours, and during the
summer term. Instructional time for such enrollment may vary from 900 hours; however,
the school district may only report the student for a maximum of 1.0 FTE, as provided in
s. 1011.61(4). Any student so enrolled is exempt from the payment of registration,
tuition, and laboratory fees. Vocational-preparatory instruction, college-preparatory
instruction, and other forms of precollegiate instruction, as well as physical education
courses that focus on the physical execution of a skill rather than the intellectual
attributes of the activity, are ineligible for inclusion in the dual enrollment program.
Recreation and leisure studies courses shall be evaluated individually in the same manner
as physical education courses for potential inclusion in the program.
(3) The Department of Education shall adopt guidelines designed to achieve
comparability across school districts of both student qualifications and teacher
qualifications for dual enrollment courses. Student qualifications must demonstrate
readiness for college-level coursework if the student is to be enrolled in college courses.
Student qualifications must demonstrate readiness for career-level coursework if the
student is to be enrolled in career courses. In addition to the common placement
examination, student qualifications for enrollment in college credit dual enrollment
courses must include a 3.0 unweighted grade point average, and student qualifications for
enrollment in career certificate dual enrollment courses must include a 2.0 unweighted
grade point average. Exceptions to the required grade point averages may be granted if
the educational entities agree and the terms of the agreement are contained within the
dual enrollment interinstitutional articulation agreement. Community college boards of
trustees may establish additional admissions criteria, which shall be included in the
district interinstitutional articulation agreement developed according to s. 1007.235, to
ensure student readiness for postsecondary instruction. Additional requirements included
in the agreement shall not arbitrarily prohibit students who have demonstrated the ability
to master advanced courses from participating in dual enrollment courses. District school
boards may not refuse to enter into an agreement with a local community college if that
community college has the capacity to offer dual enrollment courses.
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(4) Career dual enrollment shall be provided as a curricular option for secondary students
to pursue in order to earn a series of elective credits toward the high school diploma.
Career dual enrollment shall be available for secondary students seeking a degree or
certificate from a complete career-preparatory program, and shall not be used to enroll
students in isolated career courses. It is the intent of the Legislature that career dual
enrollment provide a comprehensive academic and career dual enrollment program
within the career center or community college.
(5) Each district school board shall inform all secondary students of dual enrollment as
an educational option and mechanism for acceleration. Students shall be informed of
eligibility criteria, the option for taking dual enrollment courses beyond the regular
school year, and the minimum academic credits required for graduation. District school
boards shall annually assess the demand for dual enrollment and other advanced courses,
and the district school board shall consider strategies and programs to meet that demand
and include access to dual enrollment on the high school campus whenever possible.
Alternative grade calculation, weighting systems, or information regarding student
education options which discriminates against dual enrollment courses is prohibited.
(6) The Commissioner of Education shall appoint faculty committees representing public
school, community college, and university faculties to identify postsecondary courses that
meet the high school graduation requirements of s. 1003.43, and to establish the number
of postsecondary semester credit hours of instruction and equivalent high school credits
earned through dual enrollment pursuant to this section that are necessary to meet high
school graduation requirements. Such equivalencies shall be determined solely on
comparable course content and not on seat time traditionally allocated to such courses in
high school. The Commissioner of Education shall recommend to the State Board of
Education those postsecondary courses identified to meet high school graduation
requirements, based on mastery of course outcomes, by their course numbers, and all
high schools shall accept these postsecondary education courses toward meeting the
requirements of s. 1003.43.
(7) Early admission shall be a form of dual enrollment through which eligible secondary
students enroll in a postsecondary institution on a full-time basis in courses that are
creditable toward the high school diploma and the associate or baccalaureate degree.
Students enrolled pursuant to this subsection shall be exempt from the payment of
registration, tuition, and laboratory fees.
(8) Career early admission is a form of career dual enrollment through which eligible
secondary students enroll full time in a career center or a community college in courses
that are creditable toward the high school diploma and the certificate or associate degree.
Participation in the career early admission program shall be limited to students who have
completed a minimum of six semesters of full-time secondary enrollment, including
studies undertaken in the ninth grade. Students enrolled pursuant to this section are
exempt from the payment of registration, tuition, and laboratory fees.
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(9) The State Board of Education shall adopt rules for any dual enrollment programs
involving requirements for high school graduation.
(10)(a) The dual enrollment program for home education students consists of the
enrollment of an eligible home education secondary student in a postsecondary course
creditable toward an associate degree, a career certificate, or a baccalaureate degree. To
participate in the dual enrollment program, an eligible home education secondary student
must:
1. Provide proof of enrollment in a home education program pursuant to s. 1002.41.
2. Be responsible for his or her own instructional materials and transportation unless
provided for otherwise.
(b) Each career center, community college, and state university shall:
1. Delineate courses and programs for dually enrolled home education students. Courses
and programs may be added, revised, or deleted at any time.
2. Identify eligibility criteria for home education student participation, not to exceed
those required of other dually enrolled students.
(11) The Department of Education shall approve any course for inclusion in the dual
enrollment program that is contained within the statewide course numbering system.
However, college-preparatory and other forms of precollegiate instruction, and physical
education and other courses that focus on the physical execution of a skill rather than the
intellectual attributes of the activity, may not be so approved, but must be evaluated
individually for potential inclusion in the dual enrollment program. This subsection shall
not be construed to mean that an independent postsecondary institution eligible for
inclusion in a dual enrollment or early admission program pursuant to s. 1011.62 must
participate in the statewide course numbering system developed pursuant to s. 1007.24 to
participate in a dual enrollment program.
(12) The Department of Education shall develop a statement on transfer guarantees
which will inform students, prior to enrollment in a dual enrollment course, of the
potential for the dual enrollment course to articulate as an elective or a general education
course into a postsecondary education certificate or degree program. The statement shall
be provided to each district school superintendent, who shall include the statement in the
information provided to all secondary students as required pursuant to this subsection.
The statement may also include additional information, including, but not limited to, dual
enrollment options, guarantees, privileges, and responsibilities.
(13) Students who meet the eligibility requirements of this section and who choose to
participate in dual enrollment programs are exempt from the payment of registration,
tuition, and laboratory fees.
(14) Instructional materials assigned for use within dual enrollment courses shall be
made available to dual enrollment students from Florida public high schools free of
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charge. This subsection shall not be construed to prohibit a community college from
providing instructional materials at no cost to a home education student or student from a
private school. Students enrolled in postsecondary instruction not creditable toward a
high school diploma shall not be considered dual enrollments and shall be required to
assume the cost of instructional materials necessary for such instruction.
(15) Instructional materials purchased by a district school board or community college
board of trustees on behalf of dual enrollment students shall be the property of the board
against which the purchase is charged.
(16) Beginning with students entering grade nine in the 2006-2007 school year, school
districts and community colleges must weigh dual enrollment courses the same as
advanced placement, International Baccalaureate, and Advanced International Certificate
of Education courses when grade point averages are calculated. Alternative grade
calculation or weighting systems that discriminate against dual enrollment courses are
prohibited.
(17) The Commissioner of Education may approve dual enrollment agreements for
limited course offerings that have statewide appeal. Such programs shall be limited to a
single site with multiple county participation.
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Appendix B
Dual Enrollment Indicator Data Element, Workforce Development
Information System
A one-character field that describes the type of dual enrollment in which the
secondary student is engaged for the course or program being reported as per
Section 1007.271, Florida Statutes. The dual enrollment program is the
enrollment of an eligible secondary student or home education student in a
postsecondary course creditable toward high school completion and a career
certificate or an associate or baccalaureate degree. Note that a student can be
both academically and vocationally dually enrolled at the same time.
CODE DEFINITION
A
Academic dual enrollment. Includes students working toward A.A., B.A.
and B.S. degrees in community colleges and universities who
are enrolled part-time in postsecondary classes.
B
Vocational college credit dual enrollment. Includes students working toward
an A.A.S. or A.S. degree, an A.T.D., or working in a college
credit certificate program.
C
Vocational certificate dual enrollment. Includes students working in a
postsecondary adult vocational program at a school district
institution or a community college designated area center.
E
Early admission student. Includes students who are working toward a high
school diploma and are enrolled full-time at a postsecondary
institution.
Z
Not Applicable. Includes all postsecondary students, grades 30 and 31, and
all secondary students not dually enrolled.
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