College Credit in High School Working Group Report
Best Practices / Equity / Funding Models / Members Only / National Reporting /
Over the past six decades, opportunities for high school students to earn college credit have multiplied. From early career and technical education offerings to the Advanced Placement Program® (AP®), to several different models of dual enrollment and early college high schools, these programs now serve millions of students each year.
Surging demand from students, high schools, postsecondary institutions, and state policymakers has driven this expansion, which has been accompanied by a small but growing research base analyzing course access, participation, and outcomes. However, more rigorous research is needed to ensure that college credit in high school (CCHS) classes are academically sound and that they place students on a path to success. To promote and invest in the most effective advanced coursework for high school students, policymakers and program leaders need better tools for understanding best practices and achieving desired outcomes.
To provide practical guidance on this issue, the College Board Policy Center convened a College Credit in High School Working Group composed of program experts. The Working Group identified four factors essential to strong CCHS programs and developed a checklist of related questions for state and local policymakers, as well as for school and program leaders seeking to promote highly effective CCHS programs. The factors are listed below, followed by relevant questions: