State Summaries



Alabama Administrative Code states that intellectually gifted children or youth who have demonstrated the potential to perform at high levels in academic or creative fields require services not ordinarily provided by the regular school program. A student may be placed in a program for the gifted upon written approval of the parents. The recommended modes for services for gifted children in grades 9 to 12 are advanced classes, including Advanced Placement and International Baccalaureate, electives, dual enrollment, career/college counseling, mentorships, seminars, and independent studies. In addition, the Alabama State Board of Education authorizes institutions within the Alabama College System to establish dual enrollment/dual credit programs with local boards of education in the institution service area. Courses offered by postsecondary institutions must be of postsecondary level and enrolled students must pay normal tuition as required by the institution or as stipulated in a contract for services between the two levels. A student is eligible for dual enrollment/dual credit if the student meets the entrance requirements established by Alabama College System institutions; has a "B" average in completed high school courses; has written approval of the principal and the local superintendent of education; and is in grade 10, 11, or 12, or has an exception granted by the participating institution upon the recommendation of the student's principal and superintendent. Students may enroll in occupational/technical courses and programs in accordance with guidelines of the Department of Postsecondary Education. (Last updated 2008)


As a component of public school funding, Alaska provides extra support for special education, gifted and talented education, vocational education, bilingual education, and other ?intensive services? to districts in the state who qualify. In order to qualify for the funding, a district must file a plan that indicates the nature of the services that will be provided to students. (Last Updated 2011)


Arizona law states that high school graduation requirements may be met by college courses. There is no limit to the number of college courses that can count toward high school requirements. The Arizona board of regents and community college districts must adopt rules that require the universities and colleges under their jurisdiction to admit students under age eighteen who have not yet completed high school and who meet established course requirements. For community colleges, legislation states that the decision to offer dual credit is made by each college district's governing board. Intergovernmental agreements between the college and school districts use a standard format to specify financial provisions, including the amount a college receives in full-time-equivalent funding for high school students; student tuition policies; accountability provisions; the responsibilities and services of each party; the courses offered; and the quality of instruction. Community college districts must adopt policies regarding eligibility requirements for students under eighteen years of age, specifying course prerequisites and standardized examination scores. Students who enroll in vocational courses may be admitted on an individual basis if college officials approve. These policies must be shared with all high schools in the state and all students in grades nine through twelve. Legislation specifies that participating students must generally be juniors and seniors; some freshmen and sophomores may be admitted if they meet the stated prerequisites. Legislation also allows community colleges to limit students under eighteen to six credit hours per semester. The state imposes quality control mechanisms, including requiring community colleges to establish faculty advisory committees to oversee course implementation and faculty who teach in the high schools. Community college districts must provide evidence of compliance to these measures to the legislature. Data on enrolled students and courses provided must be submitted annually to the state legislature. Community college districts must also track dual enrollees to ascertain their success in the college courses and their subsequent college enrollment, and provide those data to the legislature. (Last updated 2008)


Beginning with the 2008-2009 school year, all school districts must offer one AP course in each of the four core areas of math, English, science, and social studies. Each school district must annually report to the state board of education the number of students taking AP or IB courses, the number taking the AP exams, and the percent of students scoring a 3, 4, or 5 on AP exams. The Arkansas Advanced Placement and International Baccalaureate Diploma Incentive Program awards schools grants for equipment, instructional materials, and teacher training for AP programs, and the cost of the AP or IB test fees. Arkansas also assists small, rural public schools in providing students access to the most rigorous courses available by permitting students to take AP courses in the place of regular courses. The Department of Education also provides grants for distance learning to assist school districts in offering AP courses and other academic courses not otherwise available in the school district. Arkansas law defines concurrent enrollment as the enrollment of a high school student in postsecondary education for high school credit and college credit. A concurrent enrollment course must meet the same standards as courses taught on the college campus, using substantially the same book and syllabus. An instructor of a concurrent enrollment course must have a master's degree that includes at least 18 hours of completed course work in the subject area of the concurrent enrollment course. To be eligible for enrollment, a student must have completed eighth grade, be admitted by the institution of higher education as a non-degree or non-certificate seeking student, and meet all of the prerequisites for the course in which he or she is enrolled. The Arkansas Higher Education Coordinating Board sets further policy guidelines for concurrent enrollment courses. Arkansas law defines a Tech-Prep education program as a combined secondary and postsecondary program that leads to an associate of applied science or other occupational degree or two-year certificate; provides technical preparation; builds student competence in mathematics, science, and communication; and leads to placement in employment. The Arkansas Higher Education Coordinating Board and the State Board of Workforce Education and Career Opportunities jointly award grants for Tech-Prep education programs. (Last updated 2008)


Education code and legislation in California set rules for the administration of dual enrollment; dual enrollment students are considered special part-time college students and may not enroll for more than 11 units per semester. Education code allows community college districts to waive enrollment fees (tuition) for part-time students, but students must pay for textbooks and transportation unless the school district or college agrees to cover these costs. School districts can claim full average daily attendance (ADA) funding for dually enrolled students as long as they are enrolled in and attend high school for 240 minutes a day. Districts can claim three-quarters ADA for dually enrolled 11th- and 12th-grade students who attend high school for 180 minutes. In order for a college to claim full-time equivalent student funding for dual enrollees, the class must be open and advertised to the general public. Student eligibility may be determined jointly by the school district and the community college; students must obtain their principal's recommendation and parental consent. Summer dual enrollment is limited to five percent of each grade at any high school. (Last updated 2008)


The Postsecondary Enrollment Options Act, passed in 1996, allows students in need of more advanced coursework than is offered at the high school level to concurrently enroll in courses at a postsecondary institution. Courses still count toward high school graduation requirements unless a cooperative agreement is worked out between the school district and the institution regarding the applicability of college credit, as well. The postsecondary institution is responsible for course content and is reimbursed by the school districts for the cost of educating dual enrollment students. Colorado also has an IB Diploma Program that requires postsecondary institutions to adopt comprehensive policies to offer college credit to IB students. Each institution determines the level of student performance necessary to grant the credits. (Last updated 2008)


Each local and regional board of education must establish a written policy concerning weighted grading for honors and AP classes and inform students and parents about this policy. Community colleges are authorized to give advanced standing to high school students who demonstrate sufficient scholastic ability and who are approved by their high school principal or a designated representative. With respect to dual/concurrent enrollment, Connecticut statute states that coursework completed at an accredited higher education institution may be used toward meeting the high school graduation requirement. The Connecticut Community Colleges Board of Trustees authorizes the establishment of community college and high school partnerships and sets a number of guidelines for the admission of high school students to community college classes. These include the recommendation of a program coordinator or principal and a minimum of an 80 percent scholastic average, although this is flexible with a principal's recommendation. The college must provide participating high school students with academic advisement and other supportive services and must also pay students' tuition fees. Connecticut has also established through statute a statewide advisory committee to recommend to the state board of education how alternative technical training models, such as Tech-Prep, can be expanded for students in grades 11 and 12. (Last updated 2008)


There are no state-level policies related to accelerated learning options in Delaware. (Last updated 2008)


Florida students by law are offered a range of programs such as magnet schools, virtual instruction, Advanced Placement (AP), dual enrollment, and International Baccalaureate (IB). Parents must be notified of the availability of these acceleration mechanisms and home-schooled students may participate in them. Accelerated high school graduation options include a three-year college preparatory program with six credits in IB, AP, or dual enrollment, or a three-year career preparatory program that includes three credits in career and technical dual enrollment courses. State law encourages universities, community colleges, and district school boards to establish programs to maximize articulation. Articulated acceleration mechanisms are to be available to help students proceed toward their educational objectives as rapidly as they are able. State law sets a score of 3 on Advanced Placement examinations for the award of postsecondary credit; courses for which students receive the credit are identified in the statewide articulation agreement. Whatever score they achieve, public school students are exempt from paying exam fees. Similar policies exist for the College Level Examination Program (CLEP) general examination, the Advanced International Certificate of Education program (AICE), and for International Baccalaureate exams. Community colleges and state universities may not exempt students from courses without the award of credit if competencies have been so demonstrated. AP is also encouraged through the Florida Partnership for Minority and Underrepresented Student Achievement, through student assessments for readiness for AP and training for teachers to teach AP. Specific policies pertaining to dual enrollment include the calculation of full-time equivalent membership for school districts and colleges; the determination of the number of postsecondary credit hours that equal one full high school course credit; courses that cannot be included in dual enrollment; and student eligibility for participation. Students enrolled in dual enrollment instruction are exempt from the payment of tuition and fees, including laboratory fees. With regard to tech prep, districts and community colleges must jointly implement a comprehensive articulated acceleration program that includes an inter-institutional articulation agreement specifying student eligibility, institutional roles and responsibilities, and quality control mechanisms, among other things, and also provides strategies to promote tech prep. Students who meet the general eligibility requirements for the Florida Bright Futures Scholarship program and also complete the secondary school portion of tech prep or other career program may receive the Florida Gold Seal. (Last updated 2008)


By law, a system is established to determine students' qualifications for the state scholarship program as well as other state grants or loans. Under this system, advanced placement or international baccalaureate courses are weighted in calculating students' overall grade point averages. The department of education pays for advanced placement test fees. Students who are gifted or have exceptional abilities may participate in summer honors programs or enroll in residential high school programs that are operated in collaboration with state colleges or universities. State law allows eleventh and twelfth graders to apply to postsecondary institutions and enroll in courses for dual credit. State law sets guidelines in terms of cooperation between the secondary and postsecondary institutions, state funding for pupils, dissemination of information about the program, counseling for pupils and their families, and so on. The department of education reviews postsecondary course descriptions and determines comparable high school courses for the purposes of full-time equivalent pupil count and for determining credit to be awarded. An institution may not charge a pupil for the award of credit. A secondary options grant account is established with General Assembly funds to pay to eligible institutions the lesser of the following amounts: the actual costs of tuition, materials, and fees directly related to the approved courses taken by the pupils at such institutions; or the amount that the pupils would have earned if they had been in equivalent instructional programs in a local school system. The University System of Georgia also addresses dual enrollment in policies developing three dual enrollment programs, along with specified procedures for admission and course selection. The University System also participates in Early Colleges, partnerships between a Georgia public school system and a University System of Georgia college or university. By agreement between the State Board of Education and the State Board of Technical and Adult Education or the board of regents or a local board operating a postsecondary vocational school, high schools may offer courses in vocational and technical education which qualify for both high school credit and credit at an eligible institution governed by such boards. (Last updated 2008)


The Running Start program is a dual enrollment option within the Hawaii Department of Education. It allows eligible students to enroll in any qualified vocational or academic course offered by the University of Hawaii system. To be eligible, students must be in the 11th or 12th grade; have passed a standardized test administered by the college; be under the age of 21; and meet other qualifications deemed appropriate by the department of education or the University of Hawaii. All postsecondary course credits successfully completed are transferable to any University of Hawaii system degree granting institution provided that the student is admitted to the campus where the credit is transferred. Courses successfully completed also satisfy the department of education's high school graduation requirements. Students must pay appropriate tuition and fees for college courses. The department of education is required by statute to establish and administer a career and technical education program that meets the requirements of the federal Perkins Act of 2006. The program may include pathway programs of study, academies for various focuses of study, an agriculture education program, specialized programs, and other school activities. The program may be offered jointly by or in partnership between the department of education, the University of Hawaii, including its community colleges, or other public or private entities. (Last updated 2008)


The Idaho State Board of Education encourages the use of Advanced Placement tests to attract good students and encourages AP programs for Idaho's high school students. Credit for prior learning, which includes AP, may be granted only at the undergraduate level. Each institution should establish its own policies and procedures for evaluating and awarding prior learning credit, subject to the general board policies and the policies of the Commission on Colleges, Northwest Association of Schools and Colleges. Idaho state law also provides 11th and 12th grade public school students with the opportunity to enroll in dual enrollment courses at postsecondary institutions. Dual enrollment courses may be taught by a secondary teacher or a postsecondary instructor and may be offered at a secondary school or another location. The school district should provide counseling services to students and their parents before the students enroll in college courses and should provide general information about the program to all 10th and 11th grade students. State law limits participation to two years for 11th grade students and one year for 12th grade students. Students may earn secondary credit, postsecondary credit, or dual credit but must designate which they wish to earn at the time of enrollment. The secondary credits granted to a student must be counted toward the graduation requirements and subject area requirements of the school district. The school district may make payments or partial payments to postsecondary institutions for courses taken for secondary credit but not for courses taken for postsecondary credit only. (Last updated 2008)


Illinois law supports Advanced Placement programs by not only requiring AP teachers to obtain AP training endorsed by the College Board (subject to funding appropriation), but also by providing supports to teachers for courses that lead to AP so as to better enable them to prepare their students for success in AP. Administrators are also to receive professional development so as to create strong AP programs. State and local funding to prepare students for AP is to be targeted to districts with high proportions of low-income students. Information on AP is also to be disseminated to parents, and data on student success in AP are to be collected. The legislation also creates a program to waive AP exam fees for students in some schools. As to dual enrollment, legislation requires that the State Board of Education annually assemble data on the number of high school students enrolled in community colleges, along with the name and number of the courses being taken. Regarding Tech Prep, legislation encourages the establishment of a program of academic credit for Tech Prep work-based learning for secondary school students. The State Board of Education may make grants, subject to appropriations, to school districts to be used for Tech Prep Partnership for Careers programs; school districts must partner with companies. Finally, tax credits are available for taxpayers in the manufacturing sector who participate in Tech Prep programs. (Last updated 2008)


Indiana law establishes the Double Up for College Program for students in grades 11 and 12 to take early college, dual credit, or dual enrollment courses offered collaboratively by school corporations and state educational institutions at secondary school locations. At a high school principal's discretion, students younger than 11th grade may earn dual credits under the state's Postsecondary Enrollment Program. Indiana law currently requires each Indiana high school to offer a minimum of two dual credit courses so students have the opportunity to fulfill the Core 40 with Academic Honors diploma requirements using the dual credit option. A student who successfully completes a dual credit course is entitled to secondary credit toward high school graduation requirements and postsecondary credit toward meeting the degree requirements at the state educational institution at which the student completed the course. If the student enrolls in a different state educational institution, the other institution must grant credit for courses that are in the core transfer library or subject to an articulation agreement, and may grant credit for other courses. Indiana law also permits Ivy Tech Community College, Vincennes University, and any state educational institution to establish a High School Fast Track to College program that offers qualified individuals an opportunity to earn a high school diploma while earning credits for a certificate program or an associate's degree. In order to participate, students must be at least 19 years old and not enrolled in a high school or at least 17 years old and have consent from the high school the individual attended most recently. (Last updated 2008)


The sole piece of legislation addressing Advanced Placement established an AP instructor training program at the State University of Iowa. Since the late 1980s, however, Iowa public policy has encouraged dual enrollment opportunities in multiple ways, providing particular support for career and technical programs that span the secondary and postsecondary sectors. The Postsecondary Enrollment Options Act of 1987 states that 11th- and 12th grade students, along with gifted and talented ninth- and tenth-grade students, may enroll part-time in college courses in order to have access to rigorous academic or career and technical coursework. The educational institutions themselves determine student eligibility. School districts must grant high school credit for college courses, but can determine the number of credits to award for each college course. School districts must also pay the higher education institutions a maximum of $250 per course to cover tuition, fees, and textbooks; the legislation specifically states that students are not to be charged for their participation. However, students must reimburse the districts if they do not complete or pass the course (with some exceptions). As this funding arrangement was perceived as a disincentive to high school and college participation, in 1998 new legislation provided for supplemental weighted funding, in which school districts may receive 1.48 percent funding for every high school student enrolled in community college courses. To receive the weighted funding, districts must verify that the college course is for credit and that the credit is applicable to a degree, among other quality criteria. Additional legislation was passed in 2002 to support dual enrollment as part of career academies. Career academies are defined in the legislation as a program of study that combines a minimum of two years of secondary education with a postsecondary career preparatory program in a non-duplicative, sequential course of study that is standards-based, integrates academic and technical instruction, incorporates work-based learning, uses an individualized career planning process that involves parents, and leads to an associate degree or certificate. Finally, the Iowa Department of Education's approval process for secondary career and technical education programs requires documentation of articulation with a community college. (Last updated 2008)


The Kansas Challenge to Secondary School Pupils Act allows school districts to cooperate with postsecondary institutions to offer students concurrent enrollment opportunities at the postsecondary institution. Students must be in grades 11 or 12 or be a gifted child in grades 9 through 12, have demonstrated the ability to benefit from participation, be authorized by the principal of the school, and be acceptable to or accepted at the postsecondary institution. Agreements between the school district and postsecondary institution must include: the academic credit to be granted, in terms of whether the credit qualifies as college credit or college credit and high school credit; the requirement that coursework qualify as credit applicable toward a degree or certificate at the institution; and the requirement that the student pay the negotiated amount of tuition. (Last updated 2008)


By law, secondary schools must offer a core curriculum of Advanced Placement, International Baccalaureate, dual enrollment or dual credit courses, either through on-site instruction or electronic instruction. Electronic instruction is provided by the Kentucky Virtual High School, a statewide educational service delivering online courses to students, which includes the Kentucky Virtual Advanced Placement Academy, for delivery of Advanced Placement courses. Schools must allow students to take AP, IB, dual enrollment or dual credit courses if they successfully complete any prerequisite coursework or have otherwise demonstrated mastery of the prerequisite content knowledge. Effective with the 2008-09 school year, The Kentucky Department of Education pays the costs of students' AP and IB examinations. The Council on Postsecondary Education regulates the granting of Advanced Placement credit by public postsecondary institutions and provides information on AP-credit-granting by private postsecondary institutions. A School-to-Careers Grant Program was established to provide matching funds to school districts or consortia of school districts for the development and implementation of comprehensive career and technical education plans that include, among other things, linkages with postsecondary institutions to encourage a seamless transition from high school to college. Grant funds may be used for ongoing Tech Prep programs. (Last updated 2008)


State eligibility requirements for the Louisiana Tuition Opportunity Program for Students (TOPS) favorably take into account Advanced Placement courses. The department of education collects data on the number of students in AP courses. In 2006, Louisiana legislation called upon the state board of education and the board of supervisors to establish the basis for high school students to earn dual college and high school credit for successful completion of technical training. The State Board of Regents set policy for all public postsecondary institutions in the state regarding dual enrollment. The policy covers high school student eligibility for college courses, faculty qualifications, and awarding of course credit, among other things. The legislation also requires that secondary schools and community and technical colleges work towards enrolling not less than 10 percent of students identified as potential high school dropouts. Incentives must be provided to institutions to provide articulated technical training to high school students and recent high school dropouts. Finally, the legislation asserts that by no later than the 2010-11 school year, any public secondary school student shall have the opportunity to be dually enrolled in a community or technical college. TOPS offers Teach Early Start Awards, to fund college course-taking by high school juniors and seniors that leads to an industry-based occupational or vocational education credential. The state program pays the postsecondary institution $150 for each three credit-hour course, not to exceed two such courses per semester over the two year period. (Last updated 2008)


Maine statute establishes The Maine School of Science and Mathematics, a public, residential, chartered school, for the purpose of providing high-achieving high school students with a challenging educational experience. The school's curriculum is designed to exceed existing state educational standards. Students from Maine may attend the school free of tuition charges but must apply to and be admitted to the school. The Maine Department of Education also administers the Advanced Placement Incentive Program grant from the U.S. Department of Education. The purpose of the grant is to increase the involvement of low-income students in AP courses and examinations. Maine statute also provides guidelines for postsecondary enrollment of high school students. To be eligible to participate in the program, the student must have at least a 3.0 grade point average on a scale of 4.0, or the equivalent of a "B" average, unless granted a waiver by the postsecondary institution; have satisfactorily completed all course prerequisites; receive school and parental approval; and receive a recommendation from a high school administrator or teacher. If the student does not fulfill these requirements, the student may be eligible if he or she is enrolled in grades 11 or 12, receives a recommendation from a high school administrator or teacher, and has been approved for participation in a course by the postsecondary institution. The high school may grant academic credit toward a high school diploma, but the postsecondary institution must grant full credit to any student who successfully completes a course. The state department of education must pay 50 percent of the in-state tuition for the student's first three credit hours taken each semester and up to six credit hours per academic year. The postsecondary institution may not make any additional tuition charges for the course but may impose fees and charges. (Last updated 2008)


In Maryland, dual enrollment students are, by law, considered undergraduate part-time students. Legislation enacted in 2007 established a grant program for dually enrolled students. Recipients of the grant must be state residents participating in dual enrollment who demonstrate financial need. Dual enrollment courses need not be dual credit. In addition, the legislation required that the Maryland PreK-16 Council provide the governor with recommendations as to surmounting dual enrollment barriers and facilitating dual enrollment opportunities. (Last updated 2008)


State law requires the board of education to create a grant program that awards grants to school districts for the costs associated with establishing Advanced Placement courses. The board must also establish an AP test fee grant program that reimburses school districts for AP test application fees for students based on financial need. With respect to dual/concurrent enrollment, a qualified student enrolled in a public secondary school may enroll either full time or for individual courses in Massachusetts public institutions of higher education. The student earns both secondary school and college credits. The board of education, in consultation with the board of higher education, defines which students qualify for this program, establishes criteria for admission, and administers the program. Students in nonpublic schools are eligible to participate in the program, provided the crediting of such attendance for the purpose of receiving a high school diploma is at the sole discretion of the nonpublic school. (Last updated 2008)


In Michigan, the Postsecondary Enrollment Options legislation of 1996 required that high school students be made aware of available postsecondary enrollment options and college equivalent classes such as Advanced Placement by the school district. All students who are eligible to participate must be allowed to do so. Regarding dual enrollment, state-mandated eligibility criteria are tied to the taking and passing of the Michigan Education Assessment Program's four subject area examinations. The legislation covers funding for dual enrollment, setting a formula for the school district to pay the postsecondary institution for dual enrollees' tuition and registration fees, and reporting requirements. Students may only take courses not already offered by their secondary schools, and some types of courses, such as divinity courses, are not eligible for tuition support. The legislation also provides guidelines for the award of college and high school credit to dual enrollees. The Career and Technical Preparation Act, which went into effect in 2001, requires that school districts provide information about career and technical enrollment options to all students in grade 8 or higher, and allows students to enroll in college career and technical courses as well as academic courses. The Michigan Virtual University, a private, not-for-profit Michigan corporation, was directed and funded by legislation to create the Michigan Virtual High School to enable Michigan high schools to provide courses students would not otherwise have access to. The Virtual High School acts as a broker and provider of college-level equivalent courses and dual enrollment offerings. The Virtual University has also created the Michigan Virtual AP Academy to make Advanced Placement courses available to all qualified Michigan students. (Last updated 2008)


Minnesota statute establishes a program to raise academic achievement through increased student participation in pre-Advanced Placement, Advanced Placement, and International Baccalaureate programs. The program seeks to expand the breadth of AP and IB courses or programs; increase the number and the diversity of the students who participate in AP and IB courses or programs and succeed; provide low-income and other disadvantaged students with increased access to AP and IB courses and programs; and increase the number of high school students who receive college credit by successfully completing AP or IB courses or programs and achieving satisfactory scores on related exams. The Minnesota State Colleges and Universities grants credit for scores of three or higher on AP examinations and for scores of four or higher on individual IB examinations or successful completion of the IB diploma. In addition, the Postsecondary Enrollment Options Act is designed to promote rigorous academic pursuits and to provide a wider variety of options to high school pupils by encouraging and enabling secondary students to enroll full time or part time in postsecondary institutions. State law limits participation to two years for 11th grade students and to one year for 12th grade students. Students may earn secondary credit or postsecondary credit, but must designate which they wish to earn at the time of enrollment. The secondary credits granted to a student must be counted toward the graduation requirements and subject area requirements of the school district. The department of education must make payments to the postsecondary institution for courses that were taken for secondary credit but not for courses taken for postsecondary credit only. The Minnesota State Colleges and Universities board policy has admissions requirements for the postsecondary enrollment options programs that are more specific than state law. (Last updated 2008)


Mississippi law establishes the Mississippi School for Mathematics and Science, a residential school for 11th and 12th grade students, for the purpose of educating the gifted and talented students of the state. Beginning with the 2007-2008 school year, all school districts must offer at least one Advanced Placement course in each of the four core areas of math, English, science and social studies. School districts must also offer pre-AP courses, and in 2007-2008, funding will be made available so that all sophomores will take an examination that measures the students' ability to succeed in an AP course. In addition, state law allows a local school board, the Board of Trustees of State Institutions of Higher Learning, and the State Board for Community and Junior Colleges to establish a dual enrollment system under which students in the school district may enroll in a postsecondary institution. A qualified dually enrolled high school student must be allowed to earn an unlimited number of postsecondary credits as long as a "B" average is earned on the first two approved dual credit courses. If a "B" average is not maintained after the completion of the student's first two dual credit courses, the student may not continue in the dual credit program. A dual credit academic instructor must have, at a minimum, a master's degree with at least 18 graduate semester hours in the instructor's field of expertise. The boards of trustees of the community and junior college districts have recommended admission requirements for dual enrollment students, including a minimum 3.0 grade point average on a 4.0 scale and a recommendation letter from a high school principal or guidance counselor. Mississippi law also created the Tech-Prep Fund for implementation of Tech-Prep programs in grades seven through 12 and in the public community and junior colleges in the state. (Last updated 2008)


Missouri law states that public high schools, in cooperation with Missouri public community colleges and public or private four-year colleges and universities, may offer postsecondary course options to high school students. According to the Missouri Department of Higher Education, the primary purpose of offering dual credit courses is to deliver high-quality college experiences to high-performing high school students. The department has established policy guidelines only for dual credit courses offered in high schools by high school teachers. These courses must duplicate the identical course offerings delivered on campus to matriculated students, and the high school instructors must meet the requirements for faculty teaching in institutions of higher education. High school juniors and seniors are eligible for dual credit courses if they have a minimum overall grade point average of 3.0 on a 4.0 scale or the equivalent, receive a recommendation by the high school principal or his or her official designee, and meet the same requirements for admission to individual courses as those required of on-campus students. Under special circumstances, freshmen and sophomores may take dual credit courses but must score at the 90th percentile or above on the ACT or SAT and obtain a recommendation from a high school counselor and the college academic department official. (Last updated 2008)


Montana state law requires the commissioner of higher education and the units of the Montana University System to cooperate with one another to offer Advanced Placement courses, teacher in-service training, and other instruction through the network. The Advanced Placement Incentive Program awards grants to school districts for AP teacher training and on-line teacher training and for on-line student AP course delivery. To be eligible for grants, the high school or middle school in a district must be 40 percent or more low income or it must receive students from an elementary school that is at least 40 percent low income. In addition, Montana established the Running Start program to allow 11th and 12th grade students to attend classes at the postsecondary institution and obtain credits in classes not available through the school district. To participate in the program, a student must complete a Running Start application and the district must determine whether the student has the skills needed to succeed in the proposed college coursework. If accepted, a student may earn both high school and college credits, as determined by the inter-local agreement. The inter-local agreement must also state the amount for each credit to be paid to the postsecondary institution by the district or student. (Last updated 2008)


Nebraska statute establishes the Access College Early Scholarship Program to provide financial assistance to low-income students for courses to be taken for credit from a qualified postsecondary educational institution while still enrolled in high school. A student is eligible if the student or the student's parent or legal guardian is eligible to receive supplemental security income; food stamps; free or reduced-price lunches under U.S. Department of Agriculture child nutrition programs; aid to families with dependent children; or assistance under the special supplemental nutrition program for women, infants, and children; or the student or the student's parent or legal guardian has experienced an extreme hardship. Through state statute, Nebraska created the Seamless Delivery System Pilot Project, which initiated an instructional program between community colleges and public high schools. The curriculum incorporates existing work-based learning components by integrating the School-to-Work and Tech Prep federal initiatives. The program curriculum is designed so that qualified students can immediately enter the workforce or pursue postsecondary education upon graduation. (Last updated 2008)


Nevada law allows extremely gifted pupils to obtain early admission to university studies by participating in an accelerated program of education. A university school for gifted pupils is a school that is located on the campus of a university within the Nevada System of Higher Education and provides a full-time alternative program of education for profoundly gifted pupils. The Nevada Board of Regents stipulates that college credit may be granted for the satisfactory completion of an Advanced Placement exam with scores of 3, 4, or 5 and a satisfactory essay for English. With an objective test score of 5 on the English examination and a satisfactory essay, six credits may be granted. With respect to dual/concurrent enrollment, the Nevada Board of Regents policy states that high school juniors and seniors may be admitted and enroll in a Nevada System of Higher Education college or university. High school students below the junior level who are identified as academically gifted by the school district and recommended by the high school principal will be reviewed on a case-by-case basis for enrollment status in credit courses. Nevada statute stipulates that a high school student who successfully completes a course offered by a community college or university in the state must be allowed to apply the credit to the credits required for high school graduation. (Last updated 2008)

New Hampshire

There are no state-level policies related to accelerated learning options in New Hampshire. New Hampshire's statute on concurrent enrollment refers to students who enroll at their regular high school for non-vocational courses and attend a regional vocational center for purposes of taking vocational courses. (Last updated 2008)

New Jersey

As part of a school district report card, school districts must report the percentage of students in AP courses. New Jersey law requires the commissioner of the department of education, in consultation with the Commission on Higher Education and the Presidents' Council, to establish a program to provide courses for college credit on public high school campuses to high school students through institutions of higher education. The program must include procedures for institutions of higher education and local districts who wish to enroll in the program; procedures for students who wish to enroll in the program, including procedures to insure that no student who is academically eligible is excluded from participation in college courses offered on high school campuses because of inability to pay; and requirements prescribing minimum qualifications a teacher must possess as a condition for enrollment in the program. Higher education institutions must accept the course credit of a student who successfully participates in the program. (Last updated 2008)

New Mexico

New Mexico has become the first state to stipulate, as a high school graduation requirement, that students take an honors course, Advanced Placement course, dual credit course, or distance education course. The requirement goes into effect for students entering 9th grade in 2009-10. State law provides support for school districts to create curriculum frameworks to prepare students for pre-AP and AP coursework. A statewide dual credit program was established in 2007, along with a Statewide Dual Credit Master Agreement with rules regarding program implementation. The legislation is specific in authorizing dual credit - courses taken by high school students for both high school and college credit - rather than dual enrollment more generally, where students may or may not simultaneously earn credit from both institutions. Postsecondary institutions shall waive general fees and tuition, but school districts are responsible for providing students with books and other necessary supplies. Dual credit courses must apply towards a degree or certificate, and remedial or developmental courses may not be taken for dual credit. Courses may be offered either at the secondary or postsecondary institutions, or via distance learning, and during or outside of regular school district hours. Students may enroll in dual credit during the school year or the summer, and the state sets no limit on the number of credits a student may earn through dual credit. The state departments of public and higher education are directed to adopt rules for the oversight of dual credit, and must submit an annual report describing the impact of the state's dual credit program on student achievement in secondary and postsecondary education, as well as impact on the participating institutions. Partnering secondary and postsecondary institutions shall complete and submit to the state a uniform master agreement that specifies eligible courses, the academic quality of those courses, student eligibility, course requirements, how state reporting requirements will be met, and the roles and responsibilities of the institutions as well as those of the student and student's family. (Last updated 2008)

New York

There are no state-level policies related to accelerated learning options in New York.

North Carolina

In North Carolina, legislation states that students under the age of 16 may enroll in a community college if the student is found to be gifted and mature, according to criteria established by the State Board of Community Colleges. The North Carolina State Board of Education directed that a policy manual be created as of 2004 that would describe the operating procedures for dual enrollment. University of North Carolina policy states that campuses may establish Early College High Schools that provide regular high school coursework as well as college-level coursework; students in college courses will not be considered degree-seeking students by the college, but upon graduation from the high school may apply for regular admission. Policy specifies implementation regulations agreed to by the North Carolina Board of Education and the University that cover student eligibility, application, and selection; the classification and tracking of Early College students; student performance criteria for college course-taking; and the appointment and compensation of the principal and other staff, among other things. Early Colleges are considered public high schools but all facilities remain under University control. In addition, the Board of Education and the University are to agree on start-up and annual operational costs to be reimbursed to the University by the Board. State law also allows for the creation of cooperative innovative programs in high schools and community colleges that target students at-risk of dropping out or who would benefit from accelerated instruction. Such programs may be a school within a school, a technical high school, or a high school or technical center located on a college campus. Accelerated learning programs must provide a flexible, customized program of instruction; enable students to obtain a high school diploma in less than four years or begin or complete an associate's degree or master a certificate or vocational program; and offer a college preparatory academic core and in-depth studies in a career or technical field. The legislation outlines other guidelines for the programs, including the identification of students, funding and accountability, and teaching methods. Regarding Tech Prep, state policy specifies that the State Board of Education and State Board of Community Colleges are jointly responsible for carrying out a successful Tech Prep Associate Degree program in North Carolina, which will be available in all public school districts and community college service areas in the state. The two state boards jointly agree to establish an inter-agency Tech Prep Associate Degree Committee to guide the continuing development and implementation of the program, and agree to a framework for the Tech Prep Associate Degree course of study that includes specified courses, competences, student achievement standards, and employer input, among other things. Legislation requires that the State School Technology Plan shall address equipment needs for vocational education and Tech Prep through the State School Technology Fund. (Last updated 2008)

North Dakota

North Dakota's Postsecondary Enrollment Options Program states that any North Dakota student enrolled in grades 11 or 12 in a public high school is eligible to receive high school and postsecondary credit for the successful completion of an academic or career and technical education course offered by an accredited postsecondary institution. The student's superintendent must provide written permission prior to the student enrolling in the course and determine the number of credits for which the student is eligible. The student is responsible for all costs of attendance. A student attending a postsecondary institution is deemed to be in attendance at the student's school district of residence for purposes of calculating per student payments. The North Dakota State Board of Higher Education Institutions states that dual credit courses are generally offered at participating high schools. The college course section taught in the high school must meet the content and academic standards of the course sections taught on campus. The instructor offering the course must be approved by the postsecondary institution and is considered to be an adjunct instructor of the sponsoring postsecondary institution. (Last updated 2008)


In Ohio, the Partnership for Continued Learning was created by law to support regional efforts and make recommendations to foster collaboration among all sectors of education, pre-K through postsecondary. Recommendations are to address the alignment of high school academic standards and graduation tests with the expectations of employers and postsecondary institutions. Also to be addressed are the expansion and improvement of the postsecondary education options program and other dual enrollment programs. The state requires that every district have a plan to serve gifted students through postsecondary education options, Advanced Placement, and/or other programs. The postsecondary education options program provides for high school students in 9th through 12th grades to dual enroll at a college part- or full-time. The state board of education must set rules to govern the program, including rules for providing all students with information on the program, and for providing counseling to potential student participants and their parents about the risks and consequences to their participation. The rules allow students to elect themselves whether to receive dual credit for courses or only college credit. The state also determines funding for participating institutions, with postsecondary institutions receiving a portion of school district funds for dual enrollees' tuition, books, materials, and fees; in the case of student participants from private schools, colleges are reimbursed from a pot of state funds set aside for this purpose. (Last updated 2008)


Oklahoma's Advanced Placement Incentive Program provides financial assistance to public school teachers and schools to build and maintain successful AP and IB programs. It also provides test fee assistance to public school students who are in financial need or who take more than one AP and IB test in one year. The state board of educations' Academic Performance Index used to measure performance of schools, including the academic performance of students, consists of a variety of indicators including AP participation. In addition, the Oklahoma State Regents for Higher Education, in cooperation with the state board of education, actively encourages concurrent enrollment of high school students of exceptional ability. The state board of education must prepare promotional materials explaining the requirements, features, and opportunities of concurrent enrollment and must ensure that the school districts distribute the materials to students. No institution of the Oklahoma State System of Higher Education may deny enrollment in any course to any otherwise qualified high school student, or student of at least 13 years of age who is receiving high school level instruction at home, who meets the requirements of concurrent enrollment. No school district may prohibit any student who meets the requirements of concurrent enrollment from participating. Each high school senior who meets the eligibility requirements for concurrent enrollment is entitled to receive a tuition waiver equivalent to the amount of resident tuition for a maximum of six credit hours per semester. (Last updated 2008)


Oregon legislation requires the State Boards of Education and Higher Education to meet at least annually as the Joint Boards of education to coordinate activities and policy. Legislation requires that community colleges and state institutions of higher education cooperate in providing an effective articulation and transfer framework for students in Oregon's postsecondary sectors. This must include the development of uniform standards for awarding college credit for advanced placement test scores; and the expansion of early college programs for 11th and 12th graders who earn college credit and intend to pursue a certificate or associate or baccalaureate degree. The state's Expanded Options program supports high school students' early entry into postsecondary studies for dual credit by providing public funding to the postsecondary institutions to offset the cost of tuition, fees, textbooks, equipment and materials for students who participate in the program. Postsecondary institutions who receive state funds for participating students may not charge students any tuition or fees, but the postsecondary and secondary institutions should negotiate a financial agreement to cover the actual instructional costs. The law requires that all high school students and their parents must be informed of the program, and outreach to dropouts is emphasized. The law also sets some limits on the amount of time students may participate and on the number of credit hours awarded to students at any one high school. The Department of Education must provide an annual report on the Expanded Options Program to the Joint Boards of Education and the House and Senate committees relating to education. (Last updated 2008)


There are no state-level policies related to accelerated learning options in Pennsylvania. (Last updated 2008)

Rhode Island

As part of the Rhode Island High School Dropout Prevention Act of 2007, the commissioner of the state department of elementary and secondary education and the commissioner of the state board of governors for higher education may develop a plan for a high school "fast track to college" program that offers qualified individuals an opportunity to earn a high school diploma while earning credits for a certificate program or an associate's degree. To be eligible, an individual must be either 19 years of age and not currently enrolled in a school; or 17 years of age to 19 years of age and have consent from the high school that the individual is currently enrolled in. To complete the requirements for a high school diploma, the individual must meet the graduation requirements of his or her local educational authority. The department should report to the state general assembly on the feasibility of establishing the program and the potential cost of a pilot program by January 1, 2008. (Last updated 2008)

South Carolina

Each South Carolina high school must provide Advanced Placement courses if it enrolls an adequate number of academically talented students to support them. A student who successfully completes the AP requirements for a course and who receives a score of 3 or higher on the AP exam receives credit for the course in each postsecondary public institution in the state. Further, each accredited high school must provide an accelerated program of study in which any student who demonstrates sufficient ability can, upon approval of the administrative head and of the parent or guardian, be allowed to take courses that will enable the student to graduate at the end of 11 years of schooling. South Carolina law also establishes a special residential school of science and mathematics for the purpose of fostering educational development of high school juniors and seniors who are academically talented in the areas of science and mathematics. According to the state's commission on higher education policy, dual enrollment refers exclusively to sections of courses offered through a postsecondary institution in a cooperative arrangement with a local school district. The purpose of these courses is to allow high school students who have mastered or nearly mastered the relevant high school curriculum to earn both high school and college credits. For courses in four-year institutions and two-year regional campuses of the University of South Carolina, a student must have at least a 3.0 grade point average on a 4.0 scale and the recommendation of the high school principal or his or her designee. For courses in technical colleges, a student must meet the same requirements for individual courses as other college students and must have the recommendation of the high school principal, his or her designee or the designee of the governing school association. Dual enrollment should be limited to junior and senior high school students although documented exceptions may be made for freshman or sophomore students. Each public institution of higher education within the state will adopt and implement a policy by Fall 2008 for the acceptance of IB credit for first-time freshmen students who have scored 4 or above on any higher-level IB course examination. The amount of college course credit awarded for a higher-level IB course will be equivalent to the credit hour value of the college course for which the IB credit is being accepted. In 2005, South Carolina passed statutory changes that repealed Tech-Prep legislation. Remaining in state law, however, are requirements for the average weekly wage for students engaged in Tech Prep or other structured school-to-work programs on the premises of a sponsoring employer and provisions for workers' compensation for injuries by accident arising out of and in the course of their employment with a sponsoring employer. (Last updated 2008)

South Dakota

South Dakota subsidizes Advanced Placement test fees for qualified students through the federal AP Incentive Program. The program will enable eligible students to take AP exams at no expense to themselves. With respect to dual/concurrent enrollment, South Dakota law indicates that, with prior approval by the school district, any student in grades 10, 11, or 12 may apply to a higher education institution or a postsecondary vocational education institution. If accepted, the student receives full credit toward high school graduation as well as postsecondary credit for each postsecondary course. The resident school district may pay all or part of the tuition and fees, but the student is responsible for any tuition and fees not paid by the resident school district and for any other associated costs. If the student receives a failing course grade in a postsecondary course, then the student is no longer eligible to enroll in other postsecondary courses. (Last updated 2008)


Tennessee law authorizes public postsecondary institutions and local educational agencies to jointly establish cooperative innovative programs in high schools and public postsecondary institutions, including, but not limited to, universities, community colleges and technology centers. These cooperative innovative high school programs must target high school students who are at risk of dropping out of school before attaining a high school diploma or high school students who would benefit from accelerated academic instruction. The state board of education, department of education, Tennessee higher education commission, board of trustees of the University of Tennessee and the board of regents must create a consortium for cooperative innovative education to oversee cooperative innovative high school programs, to oversee articulation, alignment and curriculum development for the programs, and to evaluate the success of students in the programs. Beginning in the 2007-2008 school year and continuing in each school year thereafter, two or more local educational agencies in cooperation with one or more public postsecondary institutions may jointly apply to establish a cooperative innovative high school program. The program must provide for the award of dual credit for a high school course provided that the student successfully completes the high school requirements for the course and the student meets all postsecondary standards for validation of the credit. The program may also provide opportunities for dual enrollment, which is defined as a program in which a secondary student is enrolled in a postsecondary course creditable toward high school completion and a postsecondary diploma or certificate or an associate or baccalaureate degree. A high school student who is enrolled in an eligible postsecondary institution and is a Tennessee resident may apply for a dual enrollment grant through funds from the Tennessee Education Lottery Scholarship. (Last updated 2008)


Texas education code requires the commissioners of secondary and higher education to create teams to recommend how the public school curriculum requirements can be aligned with college readiness standards and expectations, and the State Board of Education shall incorporate college readiness standards and expectations into the essential knowledge and skills of the foundation curriculum. School districts with high schools that have a low percentage of students graduating and continuing on to college shall make a plan with their neighboring institutions of higher education to increase the percentage of students transitioning to college. Each school district, as of the fall 2008 semester, must implement a program under which high school students may earn the equivalent of at least 12 college credits. The credits may be earned through international baccalaureate, advanced placement, or dual credit courses; articulated technical courses, or any combination thereof. Parents must be notified of these programs. Districts may count students in dual credit courses for the purposes of average daily attendance. The Texas Advanced Placement Incentive Program provides awards and subsidies to students, teachers, and schools. Schools may receive one-time grants to support the teaching of AP or IB courses; teachers may receive bonuses for teaching AP or IB courses and if their students score well; and students may receive reimbursement for their testing fees if they score well. In addition, needy students may receive subsidies for their testing fees. State funds allotted for gifted and talented students may be used for AP and IB programs. The number of students in a particular high school participating in AP or IB or dual credit courses is considered in the state's gold performance rating system. Early college and other programs are established in law to provide opportunities for students to complete high school and earn an associate degree simultaneously. The Texas Academy of International Studies at Texas A&M University System is a college campus-based program for gifted high school juniors and seniors, at which students can complete high school graduation requirements as well as college courses. Early college programs are directed to students at-risk of dropping out of school or who wish to accelerate completion of high school. State law sets standards for the governance of tech-prep consortia, the allotment of federal Tech Prep funds, and implements a statewide system to evaluate each consortium based on its success. (Last updated 2008)


Utah state law requires that the State Board of Education in collaboration with the State Board of Regents implement a curriculum program and delivery system that provides students with accelerated learning options, including early graduation from high school, concurrent enrollment in general and career and technical education, and an Advanced Placement program. The State Board of Education must allocate money to local school boards and charter schools for accelerated learning programs. In addition, it must develop a school performance report which includes the number of students taking AP and concurrent enrollment courses; the number and percent who pass the AP test; and the number and percent of those who receive college credit for a concurrent enrollment course. The Utah System of Higher Education (USHE) has specific policies for the awarding of credit for different AP scores; it authorizes each institution to determine the credit granted for IB examinations and/or diplomas. The Utah State Board of Regents defines concurrent enrollment as enrollment in college courses, for dual high school and college credit, by Utah public high school students who continue to be enrolled as high school students and counted in Average Daily Membership. Concurrent enrollment occurs through contractual arrangements between a Utah school district and a USHE credit-granting institution. Postsecondary credit earned through the concurrent enrollment program is transferable from one USHE credit-granting institution to another. Tuition or fees may not be charged to high school students for participation in the program although students may be assessed a one-time admissions application fee per credit-granting institution. State law also stipulates that the State Board of Education and the State Board of Regents may develop and implement a concurrent enrollment course of study in Mandarin Chinese, which must be taught over EDNET, the state's two-way interactive system for video and audio, to high school juniors and seniors in the state's public education system. (Last updated 2008)


There are no state-level policies related to accelerated learning options in Vermont.


In Virginia, local school boards must have a plan to notify students and their parents of the availability of dual enrollment, Advanced Placement classes, and the International Baccalaureate Program, as well as the qualifications for enrolling in such classes and programs and the availability of financial assistance to low-income and needy students to take the advanced placement and International Baccalaureate examinations. The Virginia Plan for Dual Enrollment between Virginia Public Schools and Community Colleges went into effect in March 2008. The Plan provides a statewide framework for dual enrollment arrangements between public schools and community colleges. High school students (juniors and seniors, or freshmen and sophomores who meet the established college entry criteria) may enroll in regular college courses at the community college, and/or colleges may create special courses exclusively for high school students taught at either the high school or the college. Whichever arrangement is used, courses must be equivalent to all other instruction offered by the college in terms of rigor. The particular courses to be offered are determined jointly by the participating institutions. Community colleges shall identify a dual enrollment coordinator who serves as a liaison to the high school and offers information to high school students and their parents. Participating students must gain approval from their high school principal and also meet all college entry criteria. The policy stipulates that students shall receive college and high school credit for courses successfully completed. Faculty must be employed by the community college and meet the regular faculty hiring criteria. The policy encourages community colleges to waive tuition for dual enrollment students, and holds harmless the participating institutions in that both will receive funding for dually-enrolled students. (Last updated 2008)


Passed by the legislature in 1990, Washington's Running Start Program enables students in the 11th and 12th grades to earn both high school and college credit by taking courses at technical and community colleges and select four-year institutions. Before admission into the program, students are tested to prove they are capable of performing college-level work. The state addressed the issue again in 2004 when the legislature passed a law requiring the Higher Education Coordinating Board to report to the legislature every two years on efforts to expand dual enrollment offerings and increase articulation by aligning curricula between K-12 and higher education. Washington state law further requires each school to publish information for high school students and their families concerning college entrance requirements and the availability of accelerated learning options like AP, IB, dual enrollment and tech-prep.

Washington D.C.

There are no state-level policies related to accelerated learning options in Washington D.C.

West Virginia

West Virginia defines AP programs as those programs offering classes which are advanced in terms of content and performance expectations and providing credit toward graduation and possible college credit. AP classes include those recognized or offered by the College Board, postsecondary institutions, and other recognized foundations, corporations, or institutions. West Virginia has an incentives-based shares program by which, when funding is available, students may receive an award for successful completion of an AP course and passage of the national AP exam. Students who score a minimum of 3 on AP examinations will receive credit at any state college or university. The state established the West Virginia Advanced Placement Center to provide statewide coordination for the continued growth and development of the AP programs in the state's high schools. The West Virginia Higher Education Policy Commission has established guidelines for the state's public colleges and universities for the offering of college courses for high school students. In cooperation with a local school system, an institution may offer an undergraduate college course in a high school for advanced high school students who qualify for college admission. To participate, students must meet all admission requirements, all course requirements and prerequisites, and must have the approval of the high school principal. At the discretion of the high school, the course may also be offered for high school credit. All faculty serving as instructors for college credit-bearing courses must meet the minimum faculty credential requirements at the college which will grant the credit. With respect to Tech Prep, West Virginia law states that the Center for Professional Development may permit and encourage higher education faculty in programs such as articulated Tech Prep to participate in appropriate professional development programs and activities with public school professional educators. (Last updated 2008)


The Wisconsin Board of Regents encourages students at all educational levels to aspire to higher intellectual achievements. The costs of Advanced Placement examinations taken by students who are eligible for free or reduced-price lunches will be paid using federal, state, local, or private funds. Scores of 3, 4, and 5 on the AP examinations will be accepted for degree credit by all University of Wisconsin system institutions. Each institution will determine whether course equivalent credit or credit in the major should be granted and the AP score required to grant credit for those purposes. The state superintendent must develop a school and school district performance report that includes the percentage of students participating in AP courses. The Wisconsin Youth Options program allows any public school student enrolled in the 11th or 12th grade who is not attending a technical college to enroll in an institution of higher education for the purpose of taking one or more courses. The student must indicate on the application whether he or she will be taking the course for high school credit or postsecondary credit. The school board determines whether the course is comparable to a course offered in the school district, and whether the course satisfies any of the high school graduation requirements and the number of high school credits to award the student. The school board also pays the postsecondary institution for the actual cost of tuition, fee, books and other necessary materials directed related to the course for any course that is taken for high school credit and that is not comparable to a course offered in the school district. Upon the student's request and with the written approval of the student's parent or guardian, any public school student who has completed the 10th grade, is in good academic standing, and notifies the school board of his or her intent, may apply to attend a technical college for the purpose of taking one or more courses. Additionally, the University of Wisconsin System Board of Regents recognizes the IB Diploma Program. (Last updated 2008)


Wyoming law authorizes a school district board of trustees and a community college district board of trustees or the University of Wyoming to enter into an agreement to establish a Postsecondary Education Enrollment Options program. Additional student eligibility requirements for program participation must be based upon criteria established by the university or the community college in collaboration with the department of education, which address the high school grade level, uniform prior curricula requirements, academic achievement levels and national examination performance indicators. A student who successfully completes any course offered under the program receives academic credit by the school district which must be counted towards the graduation requirements and postsecondary education credit. The school district and the university or community college district must, if there are any fees within the agreement, establish fees to be assessed the school district for student participation under the program. The university or community college cannot directly assess and collect any fee from the participating student for textbooks, materials, student services or any other fees. A student participating in the program is counted within the average daily membership of the school district and concurrently by the participating higher education institution for its full-time equivalent enrollment count. A high school student may take a college or university course apart from agreements outlined if the student bears the cost. (Last updated 2008)