Early College Credit (ECC) Options for Our Students
Dual Enrollment*
Articulation (Credit by Exam)
Concurrent Enrollment*
HS students
HS teacher
HS  CC students
CC teacher
HS classroom
HS grade/credit and CC grade/credit via /credit by exam with local
requirements (A/B, residency, etc.)
CC classroom
CC grade and CC credit
Students can receive ECC
HS teachers and CC faculty, generally CTE educators, can work
together on articulation and potentially develop partnerships,
curricular alignment, pathway/program of study, and/or joint
industry advisory boards
Students receive ECC
Students can experience the CC campus, classroom, and
learning environment with CC faculty, students, and staff
without cost of CC courses as they are free for HS students with
proper concurrent enrollment documentation
Not generally a need for costly textbooks or material fees by the HS
student (these are provided for free by the high school), although
some courses have materials which students can purchase/barter
Not all HS grades become CC grades, articulation agreement
controls
Often works well for students not facing multiple barriers,
already college bound, and/or have college coaching
HS & CC students
CC teacher (including HS teacher meeting CCCCO minimum
qualifications)
HS and/or CC classroom (hybrid)
HS and CC grade/credit
AB 288 College and Career Access Pathways*
HS & CC students
CC teacher (including HS teacher meeting CCCCO minimum
qualifications)
HS classroom
HS and CC grade/credit
Opportunities
In the past, student and/or parent often must take action (carry
documents to CC) and meet additional CC requirements (establish
residency) before receipt of units. Some CCD are successfully using
SB 1070 funding to coordinate this for the colleges and move this
paperwork off HS students, teachers, administrators, and parents
Historically, students facing multiple barriers are less likely to
receive ECC, even if earned, due to the additional steps and cost to
receive ECC. Funding for systems and staff can address this burden.
Paper articulation agreements can be time consuming to negotiate,
process, update, and maintain without CATEMA (Career and
Technical Education Management Application). Excitedly, the
CCCCO has purchases CATEMA for all CCD and it will be live fall 2016
Articulation/credit by exam, despite above-noted areas, is still
preferred, understood, and/or comfortable to many HS teachers, CC
faculty, and HS/CC administrators. These long-term are critical
relationships and have many best practices in systems to build upon
and scale to provide well-done CTE pathways for student success.
While HS/CC programs may become linked, historically seamless
pathways were less likely to result as the work required significant
bandwidth, time, and commitment by HS/CC educators and staff.
Many best practices and improved systems offer efficiency which
may free time for deeper pathway development.
Students receive ECC
Students can experience the CC learning environment with CC
faculty. Focus so far has been career and technical education, college
and career exploration, and courses which supplement, not supplant
core HS courses/faculty. Hybrid courses offer potential for HS/CC
partners with logistical barriers
HS students gain the rights of CC students as well as the
responsibilities. Can be agency building although privacy protections
new for HS students and parents
Student may take up to 11 CC units per semester, can translate into
significant HS units to support HS student graduation efforts
HS students gain CC student rights as well as the responsibilities.
Can be agency building although privacy protections new for HS
students and parents
Areas for Intentional Thinking
Student, parents, teachers, counselors, and/or high school
HS and CC must draft, seek and secure approval, and institute a DE
administrators must take action (concurrent enrollment form)
MOU (instructional services agreement and annual course
prior to enrollment. Form can requires multiple signatures and
agreements). Varied examples exist, but have not all received legal
approvals, as well as can be returned by admissions and records
review in terms of Ed Code and some legality concerns remain
for correct. Not all HS/CC have a point person for coordination.
In multi-college districts this paper-based form is often local to
CC course for FTES must be open to the public and advertised as such
each campus and must be completed for each course, each
by the CC. Such access to a HS campus may create parental or
semester at each campus. However, these are local decisions.
community concern requires Board approval
Students are generally special admits and enrollment priority
HS and CC faculty might have concerns about curriculum rigor,
can be a barrier to course choice. Course selection is also
pedagogy, classroom management, rights and responsibilities under
limited to courses outside HS realm/offerings. The limited
CBAs (priority hiring), etc. Discourse needed
number of students/selections can lead to random acts of ECC.
Cost/time of textbooks, material fees (if applicable), and
Students are subject to CC matriculation barriers, including
transportation (parking, public transit, etc.) fall on to the HS,
enrollment priority, unit cap, enrollment cap. Failure to adhere can
students and/or their family, this is particularly difficulty to
create CC fees and holds which prevent future enrollment; Ed Code
overcome for underrepresented students facing multiple
governs HS/CC funding collection
barriers.
Students are covered by federal privacy law as well as CC
Students are covered by federal privacy law as well as CC policies and
policies and procedures, this may require additional information
procedures, this may require additional information for HS parents
for HS parents used to accessing information about their
used to accessing information about their students directly from HS
students directly from HS and HS teachers
and HS teachers
Students receive ECC
Can reach broader range of students, not just highly gifted, advanced
scholastic or CTE. Emphasis on college and career readiness and
seamless CTE and transfer pathways. Aims to reduce number of
students needing remedial math and English instruction at the CC via
dual enrollment
Permits courses to be taught at HS campus to only HS students and likely
addresses open access concerns for CC and HS communities
Ensures priority enrollment for HS students, same as middle/early
college high schools (Tier III After special populations and continuing
students)
HS and CC must draft, seek and secure approvals, and institute College
and Career Access Pathways (CCAP) ISA or agreement, no MOUs. Law is
recent and not-yet widely understood, implemented, and tested.
Constituencies, legal departments, boards, and stakeholders to engage
regarding any concerns. CCCCO memo/toolkit on AB 288 is forthcoming.
CCAP MOUs require HS/CC to adhere to additional requirements: no
double dipping, additional reporting to the CCCCO; and statewide FTES
cannot exceed 10% statewide FTES (individual or aggregate not defined)
CCD must certify the CCAP courses: do not reduce access to the same
course at the college; does not include courses oversubscribed or with
waiting lists; will not displace eligible adult students; AND does not
displace HS or CC teachers
HS district must certify the CCAP courses: comply with local collective
bargaining agreements; comply with all state and federal reporting
requirements regarding the qualifications of teachers or faculty
members
Students are covered by federal privacy law as well as CC policies and
procedures, this may require additional information for HS parents used
to accessing information about their students directly from HS and HS
teachers. Parents may gain access to student data from the CCD, but
sent to the HS under the new law.
*Area for Critical Thinking: While each ECC option offers students, particularly those facing multiple barriers, benefits, careful planning efforts must be undertaken. Our HS students gain CC student rights as well as responsibilities. Should a HS student not succeed in a CC course or receive a low grade this becomes part of their
CC transcript, potentially impacting their personal perspective on college readiness and, importantly, their academic standing, including receipt of financial aid. Careful HS to CC pathway development by our HS/CC teams (seamless and supported student transitions, sequenced, contextualized, and scaffolded career and college
curriculum, and appropriate work-based learning experiences) is critical for our students’ success. Excitedly, significant funding (CCPT, Equity, SSSP, CTE Enhancement, etc.), if well integrated, presents us an incredible opportunity for our communities.
DRAFT dated 19 January 2016