Accelerated Learning

Overview

Accelerated Learning Options in High School

Accelerated learning options provide students with opportunities to take college-level and career technical courses while in high school, often for college credit. Options include dual enrollment and dual credit courses, early college enrollment, Advanced Placement and International Baccalaureate courses and credit by exam. See below for each state’s accelerated learning options. (Updated July 2023)

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Alabama
Accelerated Learning Options in High School

Career and Technical Education

Alabama’s Career and Technical Education Program is aligned with the National Career Clusters Framework. The Alabama State Department of Education, Division of Career and Technical Education/Workforce Development is the only state agency in the United States to earn an international certification for its CTE program quality management. It uses the Business and Industry Certification tool to evaluate and improve CTE standards throughout the state.

In October 2017, the Alabama Community College System approved a statewide articulation agreement for certain career and technical education courses. Students seeking articulated credit must have received a C or higher in the 10th-, 11th-, or 12th-grade course for which they are seeking credit. Students must be accepted to the college from which they will receive articulated credit and must apply for the credit no later than 20 months after they graduate from high school.

Dual Enrollment and Dual Credit

Alabama’s Dual Enrollment for Dual Credit program allows students in grades 10-12 to receive both high school and college credit for certain courses taken through the Alabama Community College System. Students enrolling in the dual enrollment program must have a “B” average (or a minimum unweighted cumulative GPA of 2.5) and meet admission test criteria set by the two-year institution.

The Alabama Community College System provides students with the Alabama Transfers Guide, a credit-transfer resource that allows students to check if their earned dual enrollment credits will transfer to the college they plan to attend.

Only college-level (not remedial) courses are eligible for dual-enrollment credit. To maintain their dual enrollment status, students must achieve grades of C or better in all attempted college courses. Students must have written approval from high school officials to be eligible to enroll in the program. Students receive one high school credit for each three-semester-hour college-level course.

Advanced Placement/International Baccalaureate

The Alabama Community College System authorizes institutions to award credit for Advanced Placement and International Baccalaureate exams. Credit awarded through non-traditional means should not exceed 25% of total credit hours required to receive an associate degree. 

For students with financial need, the College Board contributes $32 toward an AP exam fee, schools waive their $9 administrative fee, and the Alabama State Department of Education pays the final testing fee of $53 per exam. The Alabama State Department of Education covers the full cost ($119) of IB exams for low-income students.

The Alabama State Department of Education administers the A+ College Ready Program to help students in grades 6-12 prepare for the rigor of college and/or careers after high school by encouraging enrollment in challenging coursework, with a focus on AP mathematics, science, English, social studies and computer science courses.

Early College Enrollment

Early College Enrollment is a dual enrollment program in which career and technical education students earn dual credit under State Board of Education Policy 801.03 and 801.04. Students must meet various eligibility requirements, depending on the institution of higher education, which may include meeting the institution’s minimum placement testing scores, having a 3.0 or B average in high school, maintaining a C average on college courses, or meeting the prerequisites of any college courses in which a student wishes to enroll. Scholarship opportunities may be available to students who meet the eligibility requirements to participate in the dual enrollment program.

College Credit by Examination

The University of Alabama offers credit by examination that can be earned through satisfactory completion of certain standardized national exams, including Advanced Placement, International Baccalaureate, College Level Examination Program, and General Certificate of Education Advanced and Advanced Subsidiary Level exams. Credits earned through examination do not qualify as institutional coursework, so examination credits must not exceed half of the credits required to complete a bachelor’s degree, nor do they count towards the quarter of credits that must be earned at The University of Alabama.

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Arkansas
Accelerated Learning Options in High School

Competency-Based Credit

State law permits Credit by Demonstrated Mastery. Public school districts may submit a plan to the Arkansas Department of Education to award high school credits to students who demonstrate subject-matter competency instead of, or in combination with, completing hours of classroom instruction.

Students may receive college credit for successful completion of College Level Exam Program assessments and following a panel review of demonstrated knowledge and skills relevant to content standards. Postsecondary institutions determine the amount of credit awarded. 

Career and Technical Education

Arkansas Career and Technical Education has partnered with Advance CTE to expand and improve its CTE program, which aligns with the National Career Cluster model. CTE completers are identified as students who have completed three credit units of career and technical education courses in high school. State law requires public schools to offer nine units of career and technical education in a minimum of three different occupational clusters.

Career and Technical Education

Arkansas Career and Technical Education has partnered with Advance CTE to expand and improve its CTE program, which aligns with the National Career Cluster model. CTE completers are identified as students who have completed three credit units of CTE courses in high school. Arkansas public schools are required to offer nine units of career and technical education and must provide students access to a minimum of one career focus program in three different occupational clusters.

Work Based Learning

Work-based learning allows eligible 10th-12th grade students — 16 years and older — to earn high school credit for a combination of classroom instruction and on-the-job training that is related to the student’s career goal. Students must currently be enrolled in, or have completed, at least two CTE courses in their chosen career pathway area to be eligible for both WBL options that count toward completer status: Career Practicums and Youth Apprenticeships.  

Students must develop an ARCareerEd Training Plan and may work for pay under the supervision of a training sponsor (employer) and a teacher/coordinator. The Arkansas’ DOE Division of Career and Technical Education recommends that students earn one unit for every 18 hours of instruction time and every 120 hours of work experience. Students may earn a maximum of two credits per year, with 36 hours of classroom instruction and 240 work hours.

Dual Enrollment and Dual Credit

Arkansas defines dual enrollment as enrollment of a high school student in postsecondary education for college-level credit only, whereas concurrent enrollment is when a high school student takes a college-level course taught on a high school campus for both high school and college-level credit.

College-level concurrent enrollment students must score a 19 or better on the ACT Reading and other corresponding sub-test(s) or equivalent test, meet the postsecondary institution’s admissions requirements, and have a signed parental release to be able to enroll in classes. Concurrent courses must be freshman- or sophomore-level courses approved in the institution’s catalog, and general courses must be listed in the Arkansas Course Transfer System.

Some concurrent course offerings are blended with Advanced Placement or International Baccalaureate courses and require registration for concurrent credit at the beginning of the term and completion of an AP or IB exam to earn college credit. Students may earn up to one unit of high school credit for each general education concurrent course, each blended AP/ concurrent or blended IB/concurrent course, and each CTE concurrent course that is a minimum of three semester credit hours.

Students who are eligible for free or reduced lunch are not required to pay any of the cost for such courses up to six credit hours. Students and families bear the cost of concurrent enrollment unless the costs are paid by the district or a private foundation.

Act 456 (2019) creates the Arkansas Concurrent Challenge Scholarship. The program allows eligible students who are classified as a higher school junior or senior to receive tuition discounts if they enroll in endorsed concurrent enrollment courses or certificate programs. The scholarship awards $125 per course up to two concurrent credit courses per semester. To remain eligible, students must earn a grade of C or better in the course(s) in which they enroll.

Advanced Placement / International Baccalaureate

In the fall of 2018, the Arkansas Department of Higher Education Coordinating Board began requiring institutions of higher education to award college credit to students who earned a score of 3 or higher on any Advanced Placement exam. Institutions may award additional credit to students who earn a score of 4 or 5 on an exam but may not award credit for scores below a 3. Credits may count directly towards the student’s degree or elective requirements.

The Advanced Placement Training and Incentive Program provides state grant funding to support Advanced Placement initiatives already operating in the state. The program encourages the advancement of AP teachers and programs by providing mentorship, training, materials and resources while also increasing the number of students enrolling and performing well in AP programs.

Early High School Graduation

Arkansas Code § 6-18-224 allows students to graduate early if they have earned the number of credits required by the district for graduation.

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Delaware
Accelerated Learning Options in High School

Competency-Based Credit

Students may earn high school credit through supervised work experiences that meet their educational objective or special career interests. Students may also earn credit through voluntary community service as defined in 14 Del § 8901A and § 8902A.

Career and Technical Education

The Delaware Department of Education offers career and technical education courses aligned with the National Career Clusters Framework. State regulation defines career pathways as three credits of planned and sequential courses. Students must complete the career pathway to graduate from high school. Those who complete a full CTE Program of Study earn an industry recognized credential, certificate, or license which holds valuable in their post-secondary or professional pursuits.

Delaware Pathways, a program between state agencies, employers, higher education and nonprofit organizations, offers students hands-on experience in 12 different industries.

Dual Enrollment and Dual Credit

State regulation allows high school students to take dual credit courses at a high school, postsecondary institution or online. 

Delaware Department of Education rules require local school districts to develop articulation agreements with public and nonpublic state institutions to offer dual enrollment programs. Each college/university in Delaware offers at least one dual enrollment course. The articulation agreements must include eligibility requirements, how and where students may take courses, and the funding sources used to offer dual enrollment. The rules clearly stipulate that no district can deny access to dual enrollment because of a student’s or family’s inability to pay tuition. Students who complete any course in the Delaware higher education credit matrix should receive both high school and college credit. For students to participate, school counselors must indicate the dual credit courses taken on the Student Success Plan.

The Delaware Department of Education provides students with a dual enrollment course transfer reference table, a credit-transfer resource that allows students to check if their earned dual enrollment credits will transfer to the college they plan to attend in-state.

Advanced Placement/International Baccalaureate

State regulation does not reference requirements for the awarding of college credit for passing scores on Advanced Placement and International Baccalaureate assessments.

Early College High Schools 

The Early College High School at Delaware State University allows high school students to earn up to 60 college credits for free while in high school. Students are expected to attend for four years, during which time they complete their studies in one of three pathways, each heavily focusing on STEM subjects.

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Florida
Accelerated Learning Options in High School

Competency-Based Credit

The Credit Acceleration Program allows students to take the College Level Examination Program, Advanced Placement or end-of-course exams in Algebra I, Geometry, U.S. History or Biology I and earn high school credit for the course, even if students have not enrolled in or completed the course. The program can enable students to pursue other accelerated options, including dual credit, early admission and early graduation.

The state legislature established the seven-year Competency-Based Education Pilot Program that began in the 2016-17 school year. The purpose of the pilot program is to allow students in four districts and one laboratory school to earn high school credit after satisfactorily demonstrating mastery of concepts and skills.

Dual Enrollment and Dual Credit

Florida defines dual enrollment as “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 associate or baccalaureate degree.” Students in grades 6-12 may enroll in academic or career certificate courses and earn dual credit. The college dual enrollment option requires a GPA of 3.0 or higher and a minimum passing score on a state-adopted common college placement exam.

Home schooled students are also eligible for dual enrollment if they can show that their home education program complies with Florida Statutes § 1002.41. To maintain eligibility, students must keep a 3.0 GPA as well as continue to meet the minimum postsecondary GPA set by the institution in which they are dually enrolled. The career certificate option requires a GPA of 2.0 or higher. Students enrolled in dual enrollment programs are exempt from the payment of registration, tuition and laboratory fees.

Advanced Placement/International Baccalaureate

High schools must offer at least four dual credit or AP courses — one each in English, math, science and social studies. Florida districts are required to award credit to students who can pass AP examinations without enrolling in or completing AP courses.

The Florida League of International Baccalaureate Schools, Inc. works to expand the IB program throughout the state. The Middle Years, Diploma, and Career IB Programmes are available at accredited schools and offer high school students the opportunity to earn college-level credit while pursuing a high school diploma.

Early High School Graduation

To graduate early with a standard high school diploma, students must earn 24 credits and complete the graduation requirements outlined in Florida Statutes § 1003.4282. Students are not required to complete any additional district-mandated graduation requirements. 

Students are eligible to graduate early through the Academically Challenging Curriculum to Enhance Learning option pursuant to Florida Statutes § 1002.3105(5), F.S. The 18-credit ACCEL option differs from the standard diploma, with students required to complete three elective credits instead of eight. Students enrolled in the ACCEL option are exempted from both the physical education and online course requirements.

Early College Admission

Florida Statutes § 1007.271 defines early college admission as a form of dual enrollment that allows high school students to enroll in college or career courses full-time while continuing to earn both high school and postsecondary credit. Career early admission leads to an industry certification as defined in Florida Statutes § 1008.44. These students must enroll in a minimum of 12 college credit hours per semester but cannot be required to enroll in more than 15 credits per semester. Entrance requirements for early college enrollees vary by institution.

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Georgia
Accelerated Learning Options in High School

Competency-Based Credit

Georgia State Board of Education regulation 160-5-1-.15 allow students to receive high school credit based on demonstrated competency on several state and national exams, including high school End-of-Course, AP, CLEP and industry certification exams. Students can earn no more than three units of credit through this rule.

Career and Technical Education

The Georgia Department of Education offers career, technical and agricultural education courses across 17 career clusters in alignment with the National Career Cluster model. Students who successfully complete three or four courses in a particular pathway, or who are on course to do so, can participate in the End of Pathway Assessment Program through which students can earn a national-, state- and/or industry-recognized credential.

Dual Enrollment and Dual Credit

According to House Bill 444 (2020), the purpose of the Dual Enrollment program is to “promote and increase access to postsecondary educational opportunities for Georgia high school students while increasing high school graduation rates, preparing a skilled workforce, and decreasing time and cost to postsecondary credential completion.” A dual credit course is defined as a “postsecondary course, including a virtual course, take by an eligible high school student pursuant to an arrangement at or through an eligible postsecondary institution for which the student receives secondary credit.”

Students in grades 9-12 may participate in Georgia’s Dual Enrollment Program part- or full-time up to 15 semester hours or 12 quarter hours per term and must be admitted and classified as a Dual Credit Enrollment student at an eligible postsecondary institution. Students may enroll at more than one postsecondary institution during a single term.

House Bill 444 established the Dual Enrollment funding Program for students taking dual enrollment classes beginning in Summer 2020. The Georgia Student Finance Commission and State Board regulation 160-4-2-.34 requires students to apply for admission to the postsecondary institution they will be attending before they can apply for funding. To apply, students must submit official transcripts, complete the Student Participation Agreement, and produce qualifying scores on the ACT or SAT (if applicable). Students may visit GAfutures.org to get more information on eligibility, enrollment and course options.

Eligible students in grades 10-12 may receive Dual Enrollment funding up to the Cap set at 30 semester or 45 quarter hours. Students who received funding before Summer 2020 are subject to the funding cap if they earned 18 semester/28 quarter hours or less. Those who earned 19 semester/29 quarter hours or more before Summer 2020 are eligible for an additional 12 semester or 18 quarter hours of funding.

Advanced Placement/International Baccalaureate

Georgia does not have common score requirements for Advanced Placement, International Baccalaureate or College Level Examination Program tests. Students who score at a 3, 4 or 5 level on AP exams may be able to earn college credit.

Early College High Schools

The Early College Initiative, a partnership between the University System of Georgia and Georgia Public School Systems, allows students to earn a high school diploma and credit toward an associate or bachelor’s degree. Most early colleges operate with the objective to increase high school graduation and college-going rates of traditionally underserved students. There are currently 10 Early Colleges in Georgia.

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Kentucky
Accelerated Learning Options in High School

Competency-Based Credit

704 KAR 3:305 authorizes districts to develop a policy to award performance-based credits, provided that the experiences for which credits are awarded align with the Kentucky Academic Standards. Examples include senior year or capstone projects, dual credit courses, and work-based learning experiences (internships, apprenticeships, cooperative learning experiences and other supervised learning experiences in the school and community).

Career and Technical Education

Kentucky has adopted the National Career Clusters Framework. Students enrolled in career and technical education courses may take the Kentucky Occupational Skills Standards Assessment after completing two credits as well as the ACT WorkKeys upon enrolling in a third CTE credit in an approved career pathway. State law allows for the substitution of career-technical courses for specific graduation course requirements, and some career and technical education courses may qualify for dual credit if they are approved under the Kentucky Council on Postsecondary Education’s dual credit policy.

Students can accelerate their learning in several ways through CTE. These include earning industry-recognized certifications, gaining certification through the Career and Technical Education End-of-Program Assessment for Articulated Credit and earning CTE dual credit. Students who earn a C or higher in two KDE-approved CTE dual credit courses in the same program area will be identified as career ready.

Students can also participate in the Tech Ready Apprentices for Careers in Kentucky youth apprenticeship program, a partnership between the Kentucky Department of Education’s Office of Career and Technical Education and the Kentucky Office of Apprenticeship. TRACK provides high school students with career pathway opportunities into Registered Apprenticeship programs and enables students to earn nationally recognized credentials at little or no cost.

Dual Enrollment and Dual Credit

Dual credit allows students to take college-level courses and earn high school and college credit concurrently. Public colleges and universities partner with districts to provide dual credit opportunities, which may be provided at the student’s high school or on a college campus.

Kentucky requires that all high school students have access to a minimum of three general education and three career and technical education courses throughout their secondary career. To be eligible for enrollment, students must meet the postsecondary institution’s requirements for admission into the program and placement requirements for its college-level courses.

Costs associated with dual credit vary based on district-institution agreements. Students and their parents must receive a written statement explaining tuition and fees. KRS 164.786 established the Dual Credit Scholarship Program to help provide “dual credit coursework opportunities at no cost to eligible Kentucky high school students.” High schools are required to apply for dual credit scholarship funds, and students may receive available funding that covers “a maximum of two successfully completed dual credit courses.”

Dual enrollment is when students are enrolled both in high school and at a college or university and earn college credit at a postsecondary institution. Dually enrolled students do not earn high school credit for their postsecondary coursework.

Although most Kentucky high school students pursue dual credit/concurrent enrollment options through open enrollment in the Kentucky Community and Technical College System, students may also pursue college credit online through the Kentucky Virtual University or in the classroom through state and private universities, if they fulfill institutional admission requirements.

Advanced Placement/International Baccalaureate

Kentucky offers almost 30 college-level AP courses as well as three International Baccalaureate programs to high school students. AP-enrolled high school students may be awarded college credit for a course based on their numerical scores on end-of-course AP exams. The Kentucky Department of Education pays AP and IB exam fees for students enrolled in the Free or Reduced Lunch Program.

Kentucky considers Cambridge Advanced International Education courses to be advanced coursework as well. Students who complete a course and pass the corresponding exam can earn credit towards his or her Academic Readiness.

Early College High Schools

Also referred to as Middle Colleges, these are partnerships between high schools and the Kentucky Community and Technical College System that allow students to earn college credits while completing their high school diploma. Early Colleges may be set up as high schools located on college campuses or may be college-level courses offered on a high school campus. Eligibility requirements, available college credits and associated costs vary by institution.

Early High School Graduation

Beginning with the 2023-24 school year, students in grades nine-11 may pursue an early graduation pathway through which they may qualify to receive a diploma and be eligible for acceptance into any public university or nonprofit, independent college or university in Kentucky. To qualify, the student must do the following:

  • Document their intent to graduate early within 30 days of the academic year in which the student intends to graduate
  • Graduate in three years or less
  • Meet the state’s college-readiness exam benchmarks
  • Take part in the state administration of the college entrance exam prior to junior year, if needed
  • Earn 10 foundational credits that include the academic content standards of Kentucky
  • Meet the school’s financial literacy requirement
  • Obtain a passing grade on the civics test

An Early Graduation Certificate provides some financial support for students to attend college immediately after early graduation

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Louisiana
Accelerated Learning Options in High School

Competency-Based Credit

The College Level Examination Program is an opportunity for students to demonstrate mastery on 34 exams in five subject areas and earn between three and 12 college credits before leaving high school. Currently, CLEP exams cost $90. The amount of college credit a student can earn on individual CLEP exams varies by college.

Career and Technical Education

The Louisiana Department of Education career education initiative Jump Start requires students to attain industry-valued credentials to graduate with a Career Diploma. Jump Start regional teams have developed 11 graduation pathways for students to pursue. Schools receive the same credit for students pursuing advanced credentials and technical diplomas as for those who achieve top AP test scores.

Eligible high school juniors and seniors may use the TOPS-Tech Early Start Award to fund any technical or applied course leading to a certificate issued by a postsecondary institution or any Louisiana Workforce-recognized entity. To be eligible, students must meet the following:

  • Be in good standing as an 11th or 12th grade student as defined by the student’s high school
  • Have an approved 5-year Education and Career Plan
  • Have a cumulative GPA of 2.0
  • Score 15 or above on the math and English portions of the Pre-ACT, on the ACT, or equivalent value on the SAT or Silver level on the ACT WorkKeys
  • Enroll in a course in a high-demand, Industry-Based Occupational or Vocational Education Credential Program

Students may enroll in up to six hours per high school semester in the 11th and 12th grades.

Dual Enrollment and Dual Credit

Dual enrollment students are enrolled in both high school and college and earn both secondary and postsecondary credit. Students may enroll in in-person or online college courses at local technical, community and/or four-year colleges or may take college-level courses specially offered on the high school campus.

Beginning Jan 1, 2020, the Louisiana Board of Regents set minimum eligibility requirements for students participating in dual enrollment courses. Students must demonstrate college readiness by meeting benchmark scores on one of several college readiness or placement exams, as well as have a 2.5 cumulative high school GPA. Postsecondary institutions may set higher placement score requirements than those set by the Board.

Act 128 (2019) creates the Dual Enrollment Framework Task Force. The law charges the task force with developing recommendations related to funding, course requirements, teacher qualifications and student eligibility. The act also directs the task force to develop a draft process for increasing program coordination, credit articulation and regular evaluation of state strategies.

Act 204 (2020) established the Dual Enrollment Innovation and Equity Grant to conduct capacity building for implementation of a statewide dual enrollment framework to support high schools and postsecondary institutions in providing equitable dual enrollment opportunities and to encourage participation in such programs.

Advanced Placement/International Baccalaureate

Students who enroll in Advanced Placement courses and score a 3 or higher on the corresponding exam may be eligible for college credit. Offered courses are aligned with the Taylor Opportunity Program for Students core requirements, and exam scores of 3 or higher are recognized with 150 points (the highest achievement level) toward the graduation index. AP exam scores of 1 or 2 earn 110 points toward the graduation index.

To ensure that all students retain access to the AP program, the Louisiana Department of Education has encouraged districts to subsidize the cost of AP exams for low-income students. The DOE provides funding options to help guide districts in doing so.

To participate in the International Baccalaureate program, Louisiana students must enroll in a full-time, six-course program. Students who score a 4 or higher on standardized EOC exams will earn college credit as well as the maximum 150 points toward the graduation index. Students who earn a 1, 2, or 3 on IB exams will receive 110 points toward the graduation index.

Early High School Graduation

Louisiana high school students have the option of leaving high school early — typically after the junior year — and enrolling full time in college. Students who qualify for early admission must have a B average over three years and score 25 or higher on the ACT or the SAT equivalent. Early college students earn their high school diplomas by successfully completing their first 24 credit hours at the college level.

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Maryland
Accelerated Learning Options in High School

Competency-Based Credit

Students may earn high school credit by passing examinations or by completing an independent study or internship that aligns with the local school system’s curricular objectives. Students may also earn up to nine elective credits through an approved, supervised work study, experience or job entry training program outside of the high school.

Career and Technical Education

Maryland offers its students career and technical education courses in ten career cluster areas. Students can earn an industry-recognized credential when they complete a career pathway — typically a four-course program — and pass the corresponding skill assessment. Students can also earn a State Skill Certificate from the Maryland Department of Labor if they complete a Youth Apprenticeship Program for their work-based learning experience.

Earning postsecondary credit often requires the student to meet standards or complete an assessment as determined by the postsecondary institution or the licensing agency. Several community and four-year colleges throughout the state have CTE articulation agreements that specify possible credit awards for students who complete CTE programs.

Maryland also offers two work-based learning programs: The Career Research and Development and Apprenticeship Maryland programs. For each program, students develop a written plan with the school/ program coordinator and the employer. The CRD program consists of two in-school courses and a minimum 270-hour work-based learning experience, paid or unpaid. AMP provides apprenticeship experiences including work-based learning, classroom instruction, and one-on-one mentoring from an industry professional. Students begin in their junior or senior year and must complete at least one year of classroom instruction in addition to a minimum of 450 hours of paid work-based training.

Dual Enrollment and Dual Credit

Dual enrollment programs — sometimes referred to as early college access — allow high school students to enroll in college courses while in high school, typically after the junior year. Students are provided a minimum 25% tuition discount depending on the county, and those eligible for free and reduced meals may take classes with no tuition charges. Public institutions of higher education may not charge tuition to dually enrolled students but may charge applicable and reasonable fees. Local boards of education pay tuition costs based on the number of dual enrollment courses a student has taken. Local boards may recoup a portion of those costs from students, again at rates based on how many dual enrollment courses a student has taken.

Advanced Placement/International Baccalaureate

The state of Maryland does not provide requirements for Advanced Placement and International Baccalaureate courses. Rather, requirements are set by the respective program authorizers. Credits awarded are at the discretion of each postsecondary institution.

Early College High Schools

Early College programs in Maryland exist as stand-alone high schools within colleges. All early college high schools allow students to earn either an associate degree or up to 60 transferable college credits while completing a high school diploma.

The legislature created the Pathways in Technology Early College High School program in 2016. The state provided planning grants to six P-TECH schools. In six years or less, students graduate with a high school diploma and associate degree. Schools collaborate with community colleges and the local business community to enrich student instruction.

Early High School Graduation

Maryland’s Early College Admission Program waives the four-year high school enrollment requirement when a student is admitted to an approved post-secondary program or college, with prior approval from the local superintendent of schools. Students receive their high school diploma after successfully completing one year of college coursework.

Early College Admission

Maryland’s public four-year institutions have policies that allow students to seek early admission, so long as they earn a high school diploma or an equivalent credential. Each institution that offers early admission determine their own procedures and requirements.

State regulation allows students to receive a high school diploma through early postsecondary admission, subject to meeting assessment and student service criteria.

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Mississippi
Accelerated Learning Options in High School

Career and Technical Education

The Pathways to Success initiative has developed career pathway documents that align with the 16 fields contained in the National Clusters Framework. Each one-page fact sheet contains course recommendations for core and elective credits, including career-technical courses for students pursuing the career and technical education endorsement on their high school diploma. Students may earn nationally recognized industry credentials when they complete a CTE pathway and pass the corresponding exam. 

Dual Enrollment and Dual Credit

Dual Enrollment Students are dually enrolled in high school and in a community/junior college or institute of higher education. These students may earn up to one semester’s worth of college credit (15 hours for a community/junior college or 12 hours for a university).

These are different from Dual Credit Students who are still enrolled both at the secondary and postsecondary level, but who also earn dual credit (credit both at the high school and college levels) for courses. Any course that is required for subject-area testing as a requirement of graduation is not eligible for dual credit.

Eligibility requirements vary based on whether students choose to enroll in academic or career and technical education courses. Students may qualify for either the Dual Enrollment or Dual Credit programs based on the following:

  • Meet entrance requirements set by postsecondary institution
  • Earn a minimum high school GPA of 3.0 for academic and 2.0 for career-technical courses
  • Receive a written approval/recommendation from counselor, principal, or CTE instructor
  • Complete 14 core high school units OR have a minimum ACT composite score of 30 (or SAT equivalent) for students interested in enrolling in academic courses
  • Be in Grade 10 or higher if interested in enrolling in CTE courses

Admission and placement testing requirements, as well as tuition and fees, vary locally and by institution. Tuition and costs for university-level courses must be paid from grants, foundations, or other private sources.

The Mississippi State Board of Education authorizes school districts to develop Middle College Programs in which high school juniors and seniors attend a portion of their school day at a postsecondary institution as either a dually enrolled or dual credit student.

 Advanced Placement/International Baccalaureate

AP offerings vary by school and are required to be taught by College Board-certified teachers. Students who score a 3 or higher on an AP exam may be able to earn college credit for the corresponding high school course. Credit transfer policies vary by institution. The Mississippi Department of Education provides funding directly to local school districts to help cover testing fees for low-income students.

Early College High Schools

Mississippi’s early college high schools are small independent high schools located on postsecondary campuses. The schools offer high school students the opportunity to earn up to 62 hours of college credit and receive an associate degree or career credential while pursuing high school diplomas. Students attending early colleges do not pay college tuition or textbook costs.

Early High School Graduation

The Mississippi Early Exit Diploma is available to students who are college ready, will not need remediation courses, have earned the 17.5 specific credit minimum, and have met all core content requirements, including benchmarks on EOC and ACT or IHL exams. Students who meet the requirements of the Mississippi Early Exit Diploma may continue to take Advanced Placement or dual credit courses, enroll full-time in a career-technical education program or graduate high school early and enroll in a local community college.

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North Carolina
Accelerated Learning Options in High School

Competency-Based Credit

Credit by Demonstrated Mastery allows a student to receive high school credit without course enrollment by way of a two-phase assessment process. Phase one consists of a standard examination: either the associated end-of-course or — if there is not a pre-established EOC — a final exam developed locally. Phase two is “an artifact which requires the student to apply knowledge and skills relevant to the content standard.” CDM is open to all students, but it is neither designed for whole groups of students nor intended to replace general accelerated pathway options.

All students are eligible throughout middle grades and high school to request an opportunity to earn credit in both academic and career and technical education courses through demonstrated mastery. For CTE courses, an industry credential may be accepted as the required “artifact” component. There is no limit to how many credits a student may earn through demonstrated mastery, but students may only make one attempt per course. Students who are unsuccessful after one attempt must enroll and complete that course in the traditional way.

Career and Technical Education

North Carolina has adopted the National Career Clusters Framework. The state’s College and Career Promise program allows qualified high school students who maintain a ‘B’ average to begin their two- and four-year college work tuition-free through the career and technical education pathway. The North Carolina Department of Public Instruction administers the ACT WorkKeys to all 12th graders who have achieved a CTE concentration (four technical credits in a cluster, including one completer course).

Cooperative education, offered to students 16 and older, combines technical classroom instruction with directly related paid employment. The paid experience must complement instruction and be completed in the same year in which the course is offered.

Dual Enrollment and Dual Credit

The Career and College Promise program allows high school students to enroll in courses at North Carolina community colleges, often earning dual credit — both at the college and high school levels. Eligible public, private and home-schooled students may participate in the CCP program, and are offered three pathway options to choose from.

Students interested in the program must contact their high school counselors, be approved by either the counselor or principal, and indicate the pathway and program of study they wish to pursue. Students must also complete a college application and be accepted by the college. To remain eligible, students must continue making progress toward high school graduation and maintain a 2.0 GPA for all college coursework. The North Carolina General Assembly pays all tuition charges, while student fees and textbook costs may be paid in a variety of ways, including student self-pay. The table below summarizes the three pathways.

CCP

Pathway

Description

Initial

Requirements

Continuing

Eligibility

College

Transfer

Tuition-free course credits toward an Associate in Arts, Science, Engineering, Nursing, AFA Visual Arts, and a four-year degree. Must complete at least 30 hours.

High school junior or senior standing

2.8 GPA (weighted)

Demonstrate college readiness in English and math

OR meet provisional status. See CCP Pathways

Continue progress toward high school graduation

Maintain 2.0 GPA after two courses

After two courses, students must adhere to the college’s policy for satisfactory academic progress

Career and Technical Education

Workforce Continuing Education

OR Career and Technical Education Pathway. Tuition free course credits toward an entry-level job credential

OR certificate or diploma aligned within a career cluster

High school junior or senior standing

2.8 GPA

Received career pathway completion requirement information

OR Be an eligible freshman or sophomore. See CCP Pathways

Continue progress toward high school graduation

Maintain 2.0 GPA after two courses

After two courses, students must adhere to the college’s policy for satisfactory academic progress.

Cooperative Innovative High School Program

Located on college campuses. Students complete a high school diploma and an associate degree or up to two years of college credit within five years.

Students grades 9-12 with access to an approved CIHSP. Eligibility requirements are established jointly by local boards of trustees in accordance with G.S. 115C-238.50.

Special preference given to first-generation college students

Eligibility for remaining in CIHSP is established jointly by the local boards of education and local boards of trustees.

Advanced Placement/International Baccalaureate

The North Carolina Department of Public Instruction established the NC Advanced Placement Partnership with the College Board to broaden access and successful participation in advanced courses with a focus on low-performing school districts. This legislation further provides funding for all test fees for AP and IB course exams to all public and charter school students. NCDPI also continues to increase access to AP courses through the NC Virtual Public School. Students who score a 3 or higher on an AP exam may be eligible to earn college credit for that course.

Early College High Schools

University of North Carolina System institutions may enter contracts with local school districts to establish Cooperative Innovative High Schools, targeting students at risk of dropping out of high school. These early college high schools, often housed on college campuses, allow students to earn credit toward high school diplomas while working toward an associate degree, a technical certificate or transferrable college credits. Early college and university officials agree on readiness measures that, when mastered, will allow early college students to take university-level courses. There are currently 134 Cooperative Innovative High Schools in the state, including 123 funded partnerships.

Early High School Graduation

Credit through Demonstrated Mastery may provide the opportunity for a student to graduate early from high school. The North Carolina Department of Public Instruction recommends that decisions regarding early graduation be made “through deep discussion between families, students and appropriate educational staff.”

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Oklahoma
Accelerated Learning Options in High School

Competency-Based Credit

High school students may earn credit for a course through Proficiency Based Promotion when they demonstrate proficiency on a district-designated assessment in the areas of language arts, math, social studies, science, languages and the arts. Through Continuous Progress and Acceleration policies, students may move ahead in courses faster than average by demonstrating advanced abilities and mastery of subject matter.

Career and Technical Education

The Oklahoma Department of Career and Technology Education has organized its secondary Skills Standards into 17 career clusters. HB 1364 (2019) requires that the Oklahoma Department of Commerce work with the State Department of Education and the Commission for Educational Quality and Accountability to review, approve and provide career-readiness assessments to high school students that lead to nationally recognized work-readiness certificates or credentials within the career clusters. Beginning with the 2019-2020 school year, public school districts that choose to administer an approved assessment must do so at least once to each interested student at no cost. Assessments should align with research-based skill requirement profiles for specific industries and occupations.

Dual Enrollment and Dual Credit

Eligible high school juniors and seniors may earn college credit by enrolling in college early through concurrent enrollment while they continue to work on their high school diplomas. Students may enroll in up to 19 combined high school and college credits per semester, so long as they have met minimum requirements including ACT composite score, high school GPA and/or high school class rank and continue to maintain a 2.0 GPA. Students must have a signed statement from either a counselor or principal confirming the student is on track to graduate by the spring of their senior year, in addition to a parental signed release form. Eligible seniors are entitled to receive tuition waivers for up to 18 credit hours. The following table shows the concurrent enrollment standards for students attending accredited high schools beginning fall 2020.

University

Type

ACT Score

Pre-ACT Score

(Grade 10)

SAT

PSAT (Grade 10)

GPA and

Class Rank

Research Universities

24

24

1160

1160

3.0 (unweighted) and top 33.3%

Regional Universities

20

20

1030

1030

3.0 (unweighted) and top 50%

Community Colleges

19

19

990

990

3.0 (unweighted)

Advanced Placement/International Baccalaureate

AP courses are college-level courses offered to high school students as an opportunity to earn college credit through examinations administered by the Advanced Placement Program of the College Board. AP potential can be determined through student’s performance on the PSAT/NMSQT or 10th grade ACT PLAN tests. The Oklahoma Department of Education provides grants to reduce AP test fees for low-income students as well as for students who take more than one AP course in one school year.

Beginning with the 2024-25 school year, 70 O.S. § 1210.704 will require all public high schools to make at least four advanced placement courses available to all high school students. Courses may be delivered on-site at the high school, at a career and technology institution, at another school site or online.

High school students in grades 11 and 12 may also enroll in International Baccalaureate courses and will have a portion of their testing fees paid if they take more than one exam in a school year.

Early College High Schools

There are several early college high schools in the state of Oklahoma. Early colleges offer high school students the opportunity to earn an associate degree or up to two years of college credits in their junior and senior years while completing a high school diploma. Courses are often held on the associated college campus, but some are offered in current high schools as well.

The Oklahoma City Community College hosts Oklahoma’s only middle college — the Santa Fe South Pathways Middle College. This program is designed to provide students the opportunity to earn an associate degree of up to two years of college credit while completing their high school diploma.

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South Carolina
Accelerated Learning Options in High School

Competency-Based Credit

South Carolina allows Competency-Based Education — sometimes called Mastery-Based or Proficiency-Based Learning — in which students pursue personalized, flexible pathways and mark their progress through performance or application of a designated competency, often measured through assessments and personalized learning experiences. Districts are accountable for ensuring that students meet academic standards in proficiency-based courses, and may offer one-quarter, one-half or full-credit courses.

Career and Technical Education

South Carolina has adopted the National Career Clusters Framework and offers over 300 courses across the 16 clusters. Career and Technical Education courses may be included in dual enrollment agreements. Applicable dual enrollment CATE courses may be taken at both high school and college campuses and may award credit at both levels. Three-semester college courses count as one high school course and must be included in postsecondary programs at accredited institutions, be part of a state-recognized CATE program, and be approved by the Office of Career and Technical Education.

Dual Enrollment and Dual Credit

Juniors and seniors in high school who have nearly mastered the complete high school curriculum are eligible to participate in dual enrollment and to enroll in a postsecondary institution and take college-level courses. Principals must recommend dual enrollment students before they become eligible for dual credit opportunities.

To enroll in courses at four-year institutions and two-year regional campuses of the University of South Carolina System, students must have GPAs of 3.0 or higher. To enroll in courses at technical colleges, students must meet the requirements set by the specific institution. District school boards may establish policies allowing students to take college courses. These policies may allow for cooperative agreements with one or more postsecondary institutions. The tuition and fees are the responsibility of the student unless otherwise stipulated by local school districts.

Dual Credit may be awarded at the discretion of the district boards of trustees. Policies may allow courses that are applicable to baccalaureate or associate degrees to be offered by a postsecondary institution through cooperative agreements. Three-semester-hour college courses transfer as one unit of credit in such cases, and tuition costs and other fees are the responsibility of the student unless otherwise specified in the local district policy.

Advanced Placement/International Baccalaureate

The South Carolina Department of Education funds and coordinates training courses for aspiring AP teachers. South Carolina also offers three International Baccalaureate Programs to high school students: The IB Middle Years Program (to the age of 16) and the IB Diploma Programme and IB Career-related Programme (for students age 16-19).

South Carolina has existing policies regarding credit acceptance for postsecondary institutions. In most cases, students scoring a 3 or better on AP exams and a 4 or better on IB exams should receive college-level credit in the comparable postsecondary courses.

Early College High Schools

South Carolina has several early college high schools located throughout the state which allow students to earn credits toward a postsecondary degree or credential while completing a high school diploma. Students, often in their junior and senior years, can earn up to two years of college credit, usually in courses taken on the participating college campus.

Early High School Graduation

The Commission on Higher Education directs districts to develop early graduation applications that outline the implications for State scholarships and establish district-wide deadlines for students to apply for early graduation. School or district-level administrators must certify that students have met the requirements to graduate early before students are allowed to apply. 

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Tennessee
Accelerated Learning Options in High School

Competency-Based Credit

Tennessee high school students may earn college-level credit by receiving satisfactory scores on College Level Exam Program assessments. Exams are currently offered in 34 subjects. Postsecondary institutions determine whether and to what extent CLEP exams will count toward college credit.

Students, ages 5 to 19, may also take Cambridge International Examinations and can earn college-level credit at approved Cambridge International schools. Some schools may base their entire curriculum on Cambridge qualifications while others may incorporate Cambridge into their current learning program. The Tennessee Department of Education offers financial assistance to help low-income students pay for certain Cambridge exams.  

Career and Technical Education

In Tennessee, career and technical education means the “rigorous academic, technical, and employability skills or content that is taught through career focused standards and courses in grades K-12 and postsecondary which prepare learners for advanced education, training, and employment in aligned occupations and careers.”

Tennessee’s CTE opportunities are organized based on the National 16 Career Clusters Framework and further specified into programs of study or career pathways. High school students may choose to concentrate in one of these pathways to fulfill the three-credit “elective focus” graduation requirement. Students participating in approved CTE programs of study may earn postsecondary credit through opportunities including dual enrollment, industry certification articulation agreements, statewide dual credit assessment opportunities, or national programs, such as AP.

The Tennessee Department of Education offers work-based learning opportunities through which juniors and seniors may earn postsecondary credit by completing capstone experiences such as apprenticeships, internships, clinical experiences and other practicum placements that align with the student’s area of elective focus.

Dual Enrollment and Dual Credit

Dual enrollment opportunities allow high school students to earn postsecondary credit by enrolling in and successfully completing a postsecondary course. High school credit is awarded based on local policy. Courses can be taught on the college or high school campus or virtually and are led by postsecondary faculty or credentialed adjunct faculty.

Through the Dual Enrollment Grant Program, the state provides financial assistance to cover tuition costs for the courses. The grant pays the full cost of tuition and fees for a student’s first two dual enrollment courses at a community college ($500 per course). Additionally, students identified as “high-need” may receive additional funding through the Governor’s Investment in Vocational Education Act for up to four courses.

Dual Credit courses allow students to earn postsecondary credit and high school credit for courses taught on the high school campus by trained high school teachers. There are two types of dual credit opportunities in Tennessee.

Local Dual Credit

A local dual credit course is a high school course that is aligned to a postsecondary course. Students can receive postsecondary credit by successfully completing the course and passing an assessment developed and/or recognized by the credit-granting postsecondary institution.

Statewide Dual Credit

The statewide dual credit courses are high school courses with accompanying challenge exams created by Tennessee secondary and postsecondary faculty work groups. The work groups reviewed existing high school course standards and the aligned postsecondary course to determine the additional learning objectives for students to show mastery of the postsecondary material. Students who meet or exceed established exam cut scores earn postsecondary credit. Statewide dual credit courses must be approved by the Consortium for Cooperative Innovative Education before they can be offered as part of the state’s current pilot program. Tennessee currently has three fully implemented dual credit courses and eight which are still in a pilot phase.

Advanced Placement/International Baccalaureate

The Tennessee Department of Education lets students participate in College Board’s AP Program that offers students the opportunity to earn college credit through successful completion of related exams.

The International Baccalaureate Diploma Programme provides students age 16 to 19 attending an approved IB World School the opportunity to receive postsecondary credit while still in high school through course completion exams.

The Department of Education has set up a funding structure to help low-income students pay for certain AP and IB examinations.

Early College High Schools

The early college high school model is designed to allow students to simultaneously earn a high school diploma and an associate degree or two years of credit toward a bachelor’s degree. Tennessee has several early college high schools throughout the state, including those in Memphis that are part of the national Early College High School Initiative. There are similar schools in Nashville, Knoxville, Jackson and Johnson City, with several other districts looking to build these types of programs.

Early High School Graduation

Chapter 488 (2011) created the Move on When Ready program. Eligible public-school students in grade 11 or 12 to complete an early high school graduation program. Students receive unconditional entry into a public two-year institution or conditional entry into a public four-year institution. To qualify for the Move on When Ready early diploma, students must fulfill each of the following:

  • Earn 18 specified core credits
  • Have a cumulative GPA of at least 3.2
  • Score at the On-Track or Mastered level on each EOC taken
  • Meet ACT/SAT benchmarks set by the Tennessee Higher Education Commission
  • Achieve a passing score on a nationally recognized foreign language proficiency assessment
  • Complete at least two early postsecondary courses (e.g., AP, IB, dual enrollment or dual credit)
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Texas
Accelerated Learning Options in High School

Competency-Based Credit

The Texas Education Code § 28.023 allows high school students to receive course credit through the successful completion of Credit-by-Examination assessments which are approved by each local board of trustees. Each local board is required to approve at least four CBEs to include Advanced Placement and College Level Exam Program exams which may be locally developed or purchased.

Students must be awarded course credit if they score in the 80th percentile on a board of trustees approved course or if they earn a scaled score of 50 or higher on a CLEP exam. Districts may set required scores higher than the minimum (50) set by the Texas Education Code, but that score may be no higher than the 90th percentile and it must be established at the beginning of the year and last for at least the entire school year. Students may take an exam only once during each testing window and may not be charged a fee for doing so.

Career and Technical Education

Texas’ new career and technical education standards have been adapted from the National Career Clusters to a new Energy career cluster framework. The Division of College, Career and Military Preparation, through partnerships with members of the workforce, secondary education, and higher education, offers CTE programs of study – sequences of courses that can help prepare students for their chosen careers. Beginning in the 2020-21 school year, students participating in programs of study will be identified as either a concentrator — completing two or more courses for at least two credits in a single program of study — or as a completer – completing three or more courses for four or more credits.

Students may take CTE courses as dual credit courses and earn both secondary and postsecondary credit. Students who do not meet college-ready eligibility requirements can work toward Level 1 certificates, whereas students who can demonstrate college-readiness may pursue Level 2 certificates.

Beginning in 2017, Educate Texas partnered with the Texas Education Agency to offer Industry Cluster Innovative Academies and Pathways in Technology Early College High School grant monies to designated learning institutions throughout the state. The recipients of these grant funds design high school curricula focused on specific workforce needs in high-demand areas and create the opportunity for students to earn postsecondary degrees and certificates in these areas.

Advanced Placement/International Baccalaureate

Students may receive college level credit for successful completion of an AP or International Baccalaureate exam. Districts should give a student high school course credit for a subject in which the student scores a 3 or higher on an AP exam. Individual postsecondary institutions determine the minimum scores for awarding college credit to students based on AP and IB exam scores.

The Texas Advanced Placement/International Baccalaureate Incentive Program provides testing fee subsidies to students with demonstrated financial need. The Texas Education Agency provides $28 for each AP and IB exam taken. Districts may choose to further subsidize testing fees for students. College Board AP/IB courses may be substituted for required courses or qualify as electives.

Dual Enrollment and Dual Credit

Texas Education Code § 28.009 requires school districts to implement dual credit programs that allow students to earn both high school and postsecondary credit simultaneously. Students can earn up to the equivalent of 12 semester credit hours of college credit through enrollment in college-level courses such as AP, IB, advanced technical credit courses and articulated credit. High schools and postsecondary institutions enter into articulation agreements which govern, among other things, credit transfer agreements and college placement test requirements.

To be eligible, high school students must meet certain minimum requirements. Typically, students may enroll in college courses after the sophomore year of high school. Any student enrolling in a dual credit course must meet a minimum score on one of various standardized tests, including the ACT and SAT. Other requirements vary depending on whether the student is enrolling in academic or workforce education courses, and on the postsecondary institution in which the student is enrolling.

Students may also participate in Texas’ dual enrollment program — On Ramps — and enroll both in high school and at a postsecondary institution. Students take separate high school and college courses and earn credit accordingly.

Concurrent enrollment allows students to enroll in a postsecondary institution while completing high school. Students do not receive high school credit for college courses taken in this instance. Students who have scored high enough on certain standardized tests, including the ACT and SAT, are not required to take the state-mandated assessment to qualify for concurrent or dual enrollment. Students may take college-level courses related to the parts of the qualifying assessment(s) that they have passed. The state requires students and their families to pay for dual enrollment courses, unless the college waives or reduces tuition, or the high school pays all or part of the cost.

Senate Bill 1276 (2019) requires dual credit agreements between postsecondary institutions and school districts to establish common advising strategies and terminology related to dual credit and college readiness, align certain endorsements with course offerings, and identify tools to assist school counselors, students, and families in selecting endorsements.

Early College High Schools

Students attending early college high schools may complete their high school diploma through the Recommended High School Program or the Distinguished Achievement Program and earn an associate degree or up to 60 college credits. School districts are required to pay any related tuition, fees and textbook costs beyond those waived by the institution of higher education. By November 2020, Texas had 182 designated Early College High Schools with 12 additional college campuses in the planning stages.

Early High School Graduation

House Bill 3 (81st Legislature) created the Early Readiness High School Graduation Option program which officially began in 2012. Students who demonstrate early readiness for college level work may graduate up to one year early and earn a distinguished level of achievement on their high school diploma. Districts partner with research universities to create an alternative route to a high school diploma. Eligible students attend a high school in a district with a partnership agreement and meet proficiency requirements on AP, IB, College Level Examination Program, SAT and ACT tests. After the 2022-23 school year, the school must provide students and parents with notification of the eligibility requirements when students initially enroll in high school.

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Virginia
Accelerated Learning Options in High School

Competency-Based Credit

There is no single policy that is consistent among all secondary institutions in Virginia. However, in March 2016, the State Council of Higher Education for Virginia approved the Virginia Public Higher Education Policy on Course Credit for AP, Cambridge, CLEP, and IB in accordance with Virginia Code §23.1-906. This policy requires all postsecondary public institutions to review their policies regarding credit awards for the four types of exams: Advanced Placement, Cambridge, College Level Examination Program and International Baccalaureate. Institutions are required to make their reviewed policies available on their websites.

Career and Technical Education

Virginia has adopted the National Career Clusters Model. The state provides CTE courses in 16 career clusters and has approved more than 350 credentialing examinations. To graduate with a Standard Diploma, high school students must complete an AP, IB, or honors course or earn a career and technical education credential. Students pursuing the CTE option may meet this requirement through successful completion of an industry certification, a state licensure examination, a national occupational competency assessment or the Virginia Workplace Readiness Skills for the Commonwealth Assessment.

House Bill 2123 (2021) permits school boards to enter College and Career Access Pathways Partnerships with comprehensive community colleges or other public institutions of higher education or educational institutions that offer a career and technical education curriculum. The law delineates the required elements of the partnership, including awarding course credit.

Beginning in 2020, the Department of Education is required to provide annual listings of the top 100 professions in VA with details including median pay and the education, training and skills required for those professions, as well as the top 10 degree programs at institutions of higher education and the median pay of their graduates.

Dual Enrollment and Dual Credit

The Virginia Plan for Dual Enrollment Between Virginia Public Schools and Community Colleges gives high school students the opportunity to enroll at both a high school and postsecondary institution and earn credit at each level. Students may take regularly scheduled community college courses or may take courses scheduled for dual enrollees either on community college or high school campuses. Some four-year institutions allow high school students to enroll in classes.

Students may gain approval to exceed a full course load in order to participate in such courses offered at an institution of higher education that lead to a degree, certificate or credential. Dual enrollment coursework is restricted to students in grades 11 and 12, although exceptions may be made for students in grades 9 and 10 who demonstrate readiness to pursue college-level work. Students must obtain approval from high school administrators and meet institutional admission and placement testing requirements.

The state encourages districts and community colleges to provide access to a wide range of dual credit options at no cost by funding the student’s attendance at both the high school and the postsecondary institution. All dual enrollment courses may be counted toward the 15 college credits required for a student to become an Early College Scholar. Certain dual enrollment courses may also qualify as part of the Commonwealth College Course Collaborative. This collaborative, involving all Virginia two- and four-year colleges and universities except for the Virginia Military Institute, provides a set of academic courses that fully transfer as core requirements and degree credits.

Advanced Placement/International Baccalaureate

The Virginia State Board of Education requires districts to provide at least three AP courses to high school students. The board approves various AP and International Baccalaureate “substitute tests” and minimum score requirements needed to receive verified credits usually acquired by passing Standard of Learning end-of-course assessments. Some AP and IB exams count as two verified credits. Virginia receives the Test Fee Program grant from the United States Department of Education that reduces testing costs for low-income students taking AP and IB exams.

Early College High Schools

Virginia has several early college high schools that offer students the opportunity to an associate degree or up to two years of college credit toward a four-year program while also completing their high school diplomas.

Early College Admission

The Early College Scholars program encourages 11th and 12th graders to earn at least 15 transferrable college credits. To qualify for the program, students must be Advanced Studies diploma candidates, have at least a B average and have the approval of their parents/guardians, high school principals and counselors. Early College Scholars are supported by Virtual Virginia, which provides statewide access to college-level courses, and the Commonwealth College Course Collaborative, which defines the subjects that can be completed for college credit.

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West Virginia
Accelerated Learning Options in High School

Competency-Based Credit

West Virginia authorizes county boards to develop tests that would award course credit to students through the satisfactory completion of proficiency assessments, and without requiring seat-time in those courses.

West Virginia encourages county boards of education to establish policies that allow students to receive credit for two high school courses when they complete one course that has embedded content from a second course. This opportunity is designed so that interested students can “participate in advanced academic and/or career/technical education courses without having to choose one over the other.”

Career and Technical Education

West Virginia’s College- and Career-Readiness Programs of Study/Standards are organized around the 16 career clusters found in the National Career Clusters Model. Schools must provide students access to at least six of the career clusters. The West Virginia State Board of Education revised Policy 2510 to include Simulated Workplace protocols and to refine program standards, required courses and programmatic definitions.

Simulated Workplace requires schools to provide high-quality learning environments that adhere to a set of specific protocols including safe work areas, workplace teams and drug-free work zones. These allow students to earn state and national industrial certifications and must be available to students during the 3rd and 4th courses of a CTE study pathway.

The West Virginia Earn a Degree, Graduate Early program is an early-enrollment option specifically designed to enable high school students and adult learners to earn college credit in career/technical courses toward the completion of a technical associate degree.

Students may be awarded the West Virginia’s Governor’s Workforce Credential if they complete a four-course CTE program of study with high performance. To be eligible for the award, students must achieve the following:

  • Earn an 80%/B or better in the four required CTE program of study courses
  • Earn a minimum score of 95% on the CTE portfolio
  • Have a verified school attendance rate of at least 95% during the senior year
  • Earn a state-approved industry certification(s) that equals a minimum of 10 scaled points in accordance with the West Virginia Board of Education Policy 2520.13.
  • Earn a nationally recognized industry certificate in a state-approved CTE program of study
  • Pass a minimum of two drug screenings during the senior year not less than 30 days apart

House Bill 2004 (2019) directs the West Virginia State Board of Education to develop a program of general workforce and career preparedness that integrates with existing high school courses. The law also revises definitions and rule-making authorities for career education and apprenticeships.

Dual Enrollment and Dual Credit

County boards submit their dual credit policies to the West Virginia Department of Education and the board of education for approval. Dual credit courses allow students to earn both high school and college credit. Courses can be taught at the high school, on the college campus, at another site or online. Credit awards and student tuition vary by agreement and institution.

Dual Enrollment students earn both high school and postsecondary credit. Tuition coverage varies from county to county; in those where the student is responsible, classes are offered at a reduced cost.

Advanced Placement/International Baccalaureate

West Virginia Higher Education Policy Commission and West Virginia Council for Community and Technical College Education require a common process for awarding college credit for Advanced Placement tests. Students receive credit toward the major or core curriculum for each exam score of 3 or higher. System institutions may choose to require higher proficiency if the exams relate to a course requirement within a student’s academic major.

Early College Admission

Early Enrollment allows public two- and four-year institutions to offer high school students college courses. Students enrolled in these courses receive postsecondary credit. High schools determine whether high school credit is offered for these courses. Students must be in grades 11 or 12, have written approval, and meet entrance requirements set by the postsecondary institutions.