State policies foster CTE dual enrollment.

Imperatore, Catherine

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

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

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

Policy That Incentivizes

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

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

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

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

Nevada in 2014 adopted policy that streamlines and facilitates articulation agreements for CTE. Through "CTE College Credit," each college will develop a single statewide agreement for each CTE program, beginning this spring. Additionally, any student who earns the State Certificate of Skill Attainment will also he awarded articulated credit. To earn this rigorous certificate, students must maintain a 3.0 CPA in their CTE core course sequence, as well as pass the state technical skills assessment and the state's employability skills exam.

Early College High Schools

Several states have recently passed legislation for early college high school programs that blend high school and college, enabling students to earn up to 60 college credits or an associate degree by the time they graduate from high school.

Early college access that provides students with credentials in high-demand fields was the focus of 2013 legislation in Maryland. Through the Early College Innovation Fund, competitive grants have been awarded to secondary-postsecondary partnerships that create early college high schools or other forms of early college access and result in student attainment of degrees, certificates and certifications in career fields critical to the Maryland economy. Grants have been awarded to collaborative programs in fields of study like cybersecurity, computer networking, biosciences and biomedicine.

In addition, New York is continuing to expand its participation in the Pathways in Technology Early College High School (P-TECH) program. The state legislature approved $5 million in the FY 2015 budget for 10 additional P-TECH schools, for a total of 26 across the state. The initiative was first launched in 2013 in partnership with IBM, which helped create the P-TECH program and provides tools, training and support to each school.

On the Road to Success

Through these stale laws, policies and regulations, policymakers are encouraging students, including students in CTE programs, to earn postsecondary credit while in high school. Dual or concurrent enrollment and early college high schools are two strategics that can be deployed to prepare CTE students for college anti careers.

Other strategies that support CTE student credential attainment include comprehensive career and academic guidance programs, as well as program and curriculum development that align competencies to higher-education curriculum and the needs of industry.

By enabling students to earn college credit and valuable credentials, as well as technical, academic and employability skills that will help them in higher education institutions and the workplace, CTE programs are setting up their students for success. Tech

By Catherine Imperatore

Catherine imperatore is acte s research manager. She writes publications, tracks CTE research and state policy, and works on data and accountability issues. She can be reached at cimperatore[R] acteonline.org.

EXPLORE MORE

In addition to dual enrollment, in 2014 states were particularly active in legislation and policy related to CTE funding, industry partnerships and work-based learning, and industry certifications. Learn more about trends in CTE-related policies across the country, and drill down with a state-by-state review of key legislation and other actions, with State Policies Impacting CTE: Year in Review, coauthored by ACTE and the National Association of State Directors of Career Technical Education Consortium. The 2013 and 2014 editions are available at www.acteonlme.org/AdvocacyPublications.