ii
TABLE OF CONTENTS
Acknowledgements............................................................................................................................1
Introduction .....................................................................................................................................2
About This Guide ....................................................................................................................................... 2
Dual Credit Programs and Policy .......................................................................................................3
Dual Credit Options in Washington State .................................................................................................. 3
State CTE Dual Credit Policy and Guidance ............................................................................................... 6
CTE Dual Credit Policy and Practice Considerations............................................................................7
CTE Dual Credit Articulation Process ......................................................................................................... 8
Program and Course Articulation .......................................................................................................... 8
Grading Policies ................................................................................................................................... 14
Pathway or POS Mapping .................................................................................................................... 16
CTE Dual Credit Program Administration ................................................................................................ 19
Data Collection and Reporting ............................................................................................................. 19
Dual Credit Personnel .......................................................................................................................... 23
Program Costs and Fees ...................................................................................................................... 25
Credit Transcription and Transfer ........................................................................................................ 27
CTE Dual Credit Students ......................................................................................................................... 29
Recruitment and Advising .................................................................................................................... 29
CTE Dual Credit and Postsecondary Financial Aid Eligibility................................................................ 32
Endnotes ........................................................................................................................................ 34
1
CTE Dual Credit Guidebook
ACKNOWLEDGEMENTS
This guidebook was prepared by Laura Rasmussen Foster and Sandra Staklis at RTI International and
Jennifer Zinth of Zinth Consulting, LLC as part of the Washington CTE Dual Credit Project. The project
was funded by a Perkins Special Grant Project from the Washington State Board of Community and
Technical Colleges (SBCTC) and led by staff from Seattle Colleges and SBCTC. The authors would like to
thank Arielle Matthews, Manager, Career and Technical Education Dual Enrollment & High School
Initiatives, Seattle Colleges; William Belden, Policy Associate, Workforce Education, SBCTC; and Rachel
Andre, Associate Director of Workforce Education, Seattle Colleges, for their leadership of this project.
In addition, Timothy McClain, Dual Credit Program Supervisor at the Washington State Office of
Superintendent of Public Instruction (OSPI) provided advice and feedback on project activities and
products.
The project also greatly benefited from the input of the CTE Dual Credit Advisory Committee, which met
in 2021 and 2022, and reviewed drafts of the guidebook. Committee members included:
Additionally, we appreciate the contributions of the CTE Dual Credit community that shared information
about their programs and experiences in providing CTE Dual Credit opportunities to Washington
students through the CTE Dual Credit survey and workshops.
• Jessica Dempsey, Spokane Community
Colleges
• Georgia Elgar, Pierce County Careers
Connection
• Nicole Faber, Lower Columbia College
• Krista Fox, Tacoma Community College
• Wendy Fox, Olympic College
• Keeley Gant, Education Service District 123
• Byron Gerard, Yakima School District
• Lynn Hansmeyer, Olympic College
• Sue Kane, North Central Education Services
District
• Christy Kershaw, Elma High School
• Renee Lafreniere, OSPI
• Clarisse Leong, OSPI
• Jerry Maher, Walla Walla Public Schools
• Amelia Moore, Washington Student
Achievement Council
• Will Sarett, Yakima School District
• Kevin Smith, Renton School District
• Marjie Stratton, Grays Harbor College
•
William Stuflick, Everett Community College
• Jamie Traugott, SBCTC
• Becky Wallace, OSPI
• Amy West, PNW College Credit
• Mark Wreath, Vancouver Public Schools
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CTE Dual Credit Guidebook
INTRODUCTION
Students who earn college credit in high school are more likely to graduate from high school and enroll
and persist in postsecondary education.
1
,
2
,
3
Dual credit can also lower the costs of higher education for
students and families by decreasing the amount of time needed to complete a college major and earn a
degree.
4
In response to these positive outcomes, dual credit programs have grown in the past two
decades nationwide and in Washington State, with about 58% of Washington high school students
participating in one of the state’s six dual credit programs in 2018. The largest of these and the focus of
this guide, Career and Technical Education (CTE) Dual Credit, enrolled close to twice the number of
students as the next largest program, Advanced Placement (AP).
5
As dual credit options and the number of students participating have grown, practitioners and state
agency staff recognized a need for policy guidance and information on effective program practices. The
Washington State Office of Superintendent of Public Instruction (OSPI) and the Washington Student
Achievement Council have recommended further expansion of CTE Dual Credit to provide equitable
opportunities to participate in dual credit to more students. Although participation rates are lower
among low-income and some students of color for many types of dual credit, the reverse is true for CTE
Dual Credit.
6
To that end, Seattle Colleges, the State Board of Community and Technical Colleges (SBCTC), and OSPI
developed the Washington CTE Dual Credit Project supported by Perkins Special Project Grants from
SBCTC. During the project’s research phases, information was collected on relevant state policies,
innovative CTE Dual Credit programs and practices in Washington, and best practices to support
consistently high-quality programs statewide. The CTE Dual Credit Guidebook was developed from the
research findings to guide CTE Dual Credit administrators and instructors in creating stronger and more
consistent programs statewide.
About This Guide
This guidebook summarizes the state context for CTE Dual Credit, providing state policy guidance where
available and offering examples drawn from national research and local practice. It also addresses
Frequently Asked Questions (FAQs) on key programmatic topics and includes sample materials for
administrating CTE Dual Credit. It is intended to be used as a reference guide for local practitioners in
designing and improving CTE Dual Credit opportunities.
3
CTE Dual Credit Guidebook
DUAL CREDIT PROGRAMS AND POLICY
CTE Dual Credit, previously referred to as “Tech Prep,” offers high school students the opportunity to
earn college credit for successful completion of CTE courses taught by certified high school instructors.
Through this program, community and technical colleges allow certified CTE teachers to deliver college-
equivalent CTE courses to students in Grades 9–12 for dual high school and college credit. Courses are
offered at the high school or skill center through an articulation agreement between the high school or
district and the college.
Courses approved by the partnering college for CTE Dual Credit must be competency based and address
most, if not all, content taught by the equivalent college course. CTE Dual Credit courses should also, as
applicable, reflect state-recognized and/or industry-defined skill standards. Local articulation
agreements between high schools, districts, and community and technical colleges specify the classes
offered for CTE Dual Credit (and the college course equivalencies), the competencies needed to meet
the college course requirements, minimum student grades for awarding of college credit, and a
standardized transcription process.
CTE Dual Credit programs are a key component of Washington high school CTE programs. By law, high
school CTE preparatory programs must offer either college credit opportunities (via CTE Dual Credit or
other programs) or lead to industry-recognized certificates or credentials. CTE Dual Credit is also part of
high school CTE program accountability requirements in that (a) CTE Dual Credit is one of three areas
that OSPI monitors for school district CTE program performance and (b) student dual credit participation
(in CTE Dual Credit and other programs) is one of the secondary accountability metrics included in
Washington’s approved Every Student Succeeds Act federal accountability plan. Community and
technical colleges also are required to offer more than one CTE Dual Credit program of study (POS) to
receive Perkins funding.
Dual Credit Options in Washington State
Washington offers two other course-based dual credit options: Running Start, in which students travel
to a college or university campus to take college-level courses, and College in the High School, in which
college courses are delivered at the student’s high school by approved high school instructors. In
addition to where courses are delivered, these programs differ in terms of grade levels served, the
course types eligible for dual credit, and requirements for teaching dual credit courses. Table 1
summarizes key programmatic differences of CTE Dual Credit, Running Start, and College in the High
School. In addition to these course-based programs, students can earn dual credit through exam-based
programs such as AP, International Baccalaureate (IB), and Cambridge International.
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CTE Dual Credit Guidebook
Table 1: Key Differences Between Washington State’s Course-Based Dual Credit Options
Component
CTE Dual Credit
Running Start
College in the High School
Eligible grades
9–12
11–12
9–12
Eligible course
types
A high school course
aligned to a CTE pathway
at the college for CTE
college credit
Catalogued college courses in
all subject areas
Catalogued college courses in all
subject areas
Where courses
are provided
High schools or skill
centers
College campus
High school
Costs to
students and
families
1
Students are not charged
tuition.
Depending on the local
articulation agreement,
students seeking college
credit may be assessed a
transcription fee.
Students may be charged up
to 10% of tuition and fees,
prorated based on credit load
RCW 28A.600.310(2).
Students may be charged
fees; low-income students
must be offered fee waivers
RCW 28A.600.310 and may be
eligible for a scholarship to
defray other costs. Students
or families are responsible for
paying for any credits taken
beyond 15 and any credits
taken during the summer.
2
Students may be charged tuition and
fees
RCW 28A.600.290(5)(a).
Low-income students may be eligible
for a scholarship
2
RCW 28B.76.730.
The amount charged is locally
determined and capped at $65 per
credit or $325 for a course.
Eligible
postsecondary
partners
Community and technical
colleges
Community and technical
colleges, accredited public
tribal colleges, public 4-year
colleges and universities
Community and technical colleges,
accredited public tribal colleges,
public 4-year colleges and
universities
Eligible
instructors
High school teachers;
community and technical
colleges recognize
vocational teaching
certificates issued by OSPI
for the certified subject
areas WAC 131-16-095,
including for dual credit.
Postsecondary faculty
RCW 28A.600.310
High school teachers approved by
the appropriate college or university
academic leadership and who meet
the minimum qualifications for
instructors teaching the course on
the college campus (for transfer
courses, usually a master’s degree in
the discipline of the course).
WAC 392-725-150
Calendar
Courses follow the
secondary school calendar
and can be taken during
the academic year and
summer.
Courses follow the college
calendar and can be taken
during the summer.
Courses follow the secondary school
calendar.
1
Washington Student Achievement Council. (2016, October). Dual credit report.
https://wsac.wa.gov/sites/default/files/2016.10.07.WSAC.Dual%20Credit%20Report.pdf.
2
This information reflects current legislation as of June 2021. At this time, OSPI launched a summer Running Start
pilot that may lead to further policy change.
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CTE Dual Credit Guidebook
FAQs: Dual Credit Programs
How do enrollment processes and timelines differ for the three course-based dual credit options?
Running Start and College in the High School students enroll at partnering colleges following the same
enrollment timeline and processes as regular college students. CTE Dual Credit students must enroll with
the partnering college only if they choose to be awarded college credit upon successful course
completion, which, depending on the articulation agreement, may be after students have graduated
high school.
How do the credit transcription processes and timelines differ for the three course-based dual credit
options?
Running Start and College in the High School students receive transcripted college credit automatically
following each successfully completed course. The CTE Dual Credit articulation agreement determines
whether college credit is automatically transcribed at the end of the term or academic year upon
earning a minimum course grade (direct transcription) or whether a student must submit a request that
the college credits earned be transcribed.
Can an AP course be offered for CTE Dual Credit?
Yes. An AP course can be offered for CTE Dual Credit if (a) the teacher holds a teaching certificate with a
CTE vocational code (V-code) corresponding to the AP course subject area, (b) the AP course reflects the
articulating college’s course competencies (and other articulation agreements requirements are met),
and (c) the course aligns with the AP course content expectations. To include an AP designation on
student transcripts, course catalogs, or on school websites, the high school must additionally be
approved through the AP Course Audit process.
Can a College in the High School course be offered for CTE Dual Credit?
Yes. A College in the High School course, meaning a high school course eligible for College in the High
School credit, can also have an articulation agreement for CTE Dual Credit if the course adheres to CTE
Dual Credit requirements and the College in the High School standards for students, curriculum and
assessment, faculty, evaluation, and partnership. These standards, aligned with the National Alliance of
Concurrent Enrollment Partnerships (NACEP) accreditation standards, require the course offered at the
high school to mirror the college course. In practice, however, College in the High School courses are
typically not offered for CTE Dual Credit given the differing programmatic requirements and costs to
students outlined in the chart above.
Can a Running Start or IB course be offered for CTE Dual Credit?
No. Running Start cannot be codelivered because Running Start students are already enrolled in a
college course for credit, and Running Start courses are offered on the postsecondary campus, not at
the high school. To offer IB courses, which do not include CTE courses, a high school must be authorized
by the International Baccalaureate Organization as an IB World School and adhere to the IB curriculum.
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CTE Dual Credit Guidebook
State CTE Dual Credit Policy and Guidance
Dual credit in Washington is guided by statutes (Revised Codes of Washington [RCWs]), administrative
rules (Washington Administrative Codes [WACs]), and policy guidance documents issued by state
agencies. Fewer statutes and regulations govern CTE Dual Credit relative to Running Start or College in
the High School, and currently no comprehensive guidebook or resource summarizes the policies and
procedures for the three programs. State policy establishes parameters for the key CTE Dual Credit
program components, including articulation agreements and course standards (Table 2). Other aspects,
such as tuition and fees or other program costs, the course grade that a student must attain to earn
college credit, and the process for credit transcription are determined through articulation agreements
and, as a result, can vary by college, consortium, and sometimes by program within colleges.
Table 2: State Policy and Guidance for CTE Dual Credit
Program component
State policy or guidance
Eligible postsecondary partners
Community and technical colleges
RCW 28B.50.531
Eligible course types
Articulated secondary CTE courses
RCW 28B.50.531
Postsecondary and/or secondary
credit earned
Secondary credit; award of postsecondary credit contingent upon
attainment of minimum grade as defined in articulation agreement and
fulfillment of college-defined transcription processes, including any
applicable fees.
RCW 28B.50.531
Guidelines for Articulation Using the Direct Transcription Method
Eligible student grade levels
9–12
RCW 28B.50.531
Policy 4.60.30
Student or family participation costs
Students are not charged tuition.
Depending on the local articulation agreement, students seeking
college credit may be assessed a transcription fee.
Guidelines for Articulation Using the Direct Transcription Method
Eligible instructors
Community and technical colleges recognize vocational teaching
certificates issued by OSPI for the certified subject areas WAC 131-16-
095, including for dual credit.
Course quality component
The college partner determines what competencies will be required to
meet the college’s course requirements. Competencies must describe
the assessment method(s) used to verify student accomplishments.
Guidelines for Articulation Using the Direct Transcription Method
7
CTE Dual Credit Guidebook
CTE DUAL CREDIT POLICY
AND PRACTICE CONSIDERATIONS
This section details state policy guidelines for key CTE Dual Credit topics and describes relevant
programmatic considerations drawn from national research and local practices.
8
CTE Dual Credit Guidebook
CTE Dual Credit Articulation Process
Program and Course Articulation
Steps in program and course articulation include selecting an appropriate course for articulation,
convening secondary and postsecondary partners, and ensuring that the high school instructors
teaching the course are qualified to teach CTE Dual Credit courses. More broadly, articulated courses
should align to a POS or pathway offered at the partnering college.
National Recommendations
According to the advice of national dual credit experts and other state approaches,
7
dual credit courses
should
1. have relevance to students’ high school and postsecondary POS and graduation requirements,
2. be developed with industry and employer input,
3. reflect the course content of the equivalent college course, and
4. award credit that is transferrable to POSs at community and technical colleges and can be used
by students to meet program requirements.
What does state policy say?
Courses:
• If a community or technical college has created an agreement with a high school or skill center
to offer college credit for a secondary CTE course, all community and technical colleges shall
accept the course for an equal amount of college credit (RCW 28B.50.531(4)).
• CTE Dual Credit courses should be competency based and, to the extent possible, align with
recognized industry standards (SBCTC Policy Manual Chapter 4).
• Secondary CTE Dual Credit courses must be equivalent to a college course at the partnering
college, as determined by college faculty in partnership with high school instructors (SBCTC
Policy Manual Chapter 4).
Partners:
• Community and technical colleges may create dual credit agreements with high schools and skill
centers that are located outside the college district boundary or service area (RCW
28B.50.531(3)).
Instructors:
• Any instructor with an OSPI teaching certificate with the appropriate V-code for the course
subject area can teach a CTE Dual Credit course (WAC 131-16-095).
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CTE Dual Credit Guidebook
Local Practice
• Connections between partnering high school and skill center staff and colleges: To support
collaboration on dual credit and other areas, Shoreline School District CTE staff members meet with
leaders and staff from Shoreline Community College’s workforce education office monthly to
strengthen the partnership and create more cohesive student pathways. Topics range from vision-
setting and strategy to project tasks and include articulation agreements, advisory committee
agendas, staffing resources, and broader program alignment needs. In 2020, North Central
Educational Service District convened high school and postsecondary instructors for a series of
online workshops on remote teaching strategies. Stakeholders shared that connections made during
the series resulted in several new articulation agreements, suggesting that bringing instructors
together—even virtually—can yield positive results.
• Meetings to review articulation agreements: While the timing of articulation agreement updates
can vary – typically this is done on as-needed basis or every few years as part of an established
review process – secondary and postsecondary dual credit staff describe benefits of meeting
regularly to review articulation agreements and recommend changes if needed. The Pacific
Northwest College Credit consortium convenes CTE directors quarterly to discuss dual credit
opportunities and processes, and to review articulation agreements on a rotating three to five-year
schedule. The quarterly meetings allow them to address curriculum changes arising before an
agreement is scheduled for review. Dual credit staff at Columbia Basic College meets twice a month
with Education Services District 123 staff as part of the tri-cities area educational cooperative to
review course alignment to postsecondary course frameworks and labor market data. They also
review articulation agreements up for renewal to anticipate the need for any changes.
• Flexible dual credit courses that are aligned with local labor market needs: West Valley School
District limits CTE Dual Credit courses to postsecondary programs that offer credentials required by
the region’s in-demand fields. In addition, the district focuses its CTE Dual Credit offerings on
Professional-Technical Common Courses (also known as P/TCCs or “ampersand courses”).
Ampersand courses are more consistent across colleges and more likely to be used to meet degree
requirements at any college statewide offering the related degree. Although colleges are required to
award credit for other types of articulated courses, the award may be for elective credit only.
Professional-Technical Common Courses:
P/TCCs, or “ampersand courses,” are courses for which two or more community and technical
colleges have agreed upon course titles and course outcomes and which transfer to any
Washington community and technical college offering the course. For more information about
P/TCC, see https://www.sbctc.edu/colleges-staff/programs-services/common-course-
numbering/ptccn.aspx.
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CTE Dual Credit Guidebook
• Partnerships to determine course alignment: To ensure strong alignment and equivalent college
rigor, some faculty at Columbia Basin College share midterm and final assessments with high school
instructors as evidence of expected knowledge outcomes and learning objectives. In welding, the
college faculty have collaborated with high school instructors to design the end-of-course written
examination, and the college faculty conduct the physical assessment of students’ cuts and welds.
As possible, secondary teachers whose courses articulate with Columbia Basin College offerings
participate on college program advisory committees; in turn, college faculty sit on the secondary
advisory committees and engage in conversations and evaluations of the high school course’s
frameworks and program’s 5-year plans.
FAQs: Articulating Courses
What types of courses can be articulated for CTE Dual Credit?
CTE Dual Credit courses must be secondary CTE courses and offered in a high school by high school
teachers who are certified to teach CTE courses with a V-code that qualifies them to teach in
the subject area of the course. The course must be included in an articulation agreement and reflect the
course expectations for the equivalent course offered on the college campus. There is no current policy
requiring the articulated college courses to have a CTE Classification of Instructional Programs (CIP)
code.
Articulation agreements: Where to start?
Every partnership will have its own process and forms for requesting articulation for CTE Dual Credit.
Common steps include the following (note that they are not exhaustive nor linear):
• If you are a high school administrator or teacher, reach out to the dual credit coordinator
and/or faculty teaching the equivalent course at the college that you would like to articulate.
• Check the Statewide Enrollment and Reporting System (SERS) to find existing articulation
agreements for CTE Dual Credit courses between your school and the college, or work directly
with the college to find existing agreements.
• Confirm that the course is part of a POS or career pathway at the college.
• Ensure high school instructors have the necessary qualifications to teach articulated courses
and complete any required teacher verification forms.
• Share frameworks with college partner to align learning targets.
• Complete any necessary forms to request articulation as required by your school or the
partnering college and keep copies for documentation.
• Enter the articulation into SERS (or the online system used by your program).
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CTE Dual Credit Guidebook
How are the number of postsecondary credits awarded for CTE Dual Credit determined?
State policy does not set a specific number of credit hours. The number of credits is determined locally;
articulation agreements specify the number of high school credits and the number of postsecondary
credits that the student will earn upon successful course completion.
Who approves CTE Dual Credit articulation agreements?
The college dean, high school principal (or skills center director), and CTE director. State law says that
CTE Dual Credit agreements are “subject to approval by the chief instructional officer of the college and
the principal and the career and technical education director of the high school or the executive director
of the skill center” (RCW 28B.50.531(2)). In practice, local articulation agreements may also be signed by
high school teachers, college faculty, CTE administrators, and other instructional staff at both the
secondary and postsecondary levels to ensure buy-in for articulation terms.
Does the high school CIP code for a course have to match the postsecondary CIP code for the course to
be offered for CTE Dual Credit?
No. If the course meets the requirements described above, including that it has a secondary CTE CIP
code, it can be offered as a CTE Dual Credit course.
What does it mean for a CTE Dual Credit course to be “equivalent” to the college course?
State policy does not define course equivalency, so the degree of alignment between the secondary and
postsecondary course is determined locally. The SBCTC Policy Manual states that “the college partner
shall be responsible for determining what competencies will be required to meet the college’s course
requirements.” All colleges consulted for this study require that a CTE Dual Credit course address at
least 80% (and, in some cases, 100%) of the equivalent course offered on the college campus.
Is there an 80% “rule” for course equivalency?
No. To guide the development of common courses statewide, community and technical colleges agreed
that a minimum of 80% of the course content between the sending and receiving college needed to
match. As such, the 80% guidance applies to the development of common courses in general and is not
specific to, or a requirement for, CTE Dual Credit. None of the colleges consulted for this study,
however, set less than an 80% threshold for course equivalency.
Can a non-CTE high school class be articulated with a college-level CTE course as CTE Dual Credit (e.g.,
a math class)?
Yes. If the course (a) is assigned a secondary CTE CIP code, (b) is taught at the high school or skills center
by CTE instructors whose V-codes authorize them to teach the course, (c) competencies align with the
course competencies of an equivalent course offered on the college campus, and (d) is approved by a
college partner in an articulation agreement, the course may be offered for CTE Dual Credit.
How does a high school teacher become approved to teach a high school CTE course?
A teacher may be approved to teach a CTE course either by completing a state-approved CTE teacher
training program (WAC 181-77-031), with documentation of 2,000 hours of occupational experience in
the area in which the teacher is seeking certification, or 6,000 hours of business and industry work
experience (WAC 181-77-041). Candidates with 6,000 hours of business and industry work experience
must also complete a professional educator standards board-approved program.
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CTE Dual Credit Guidebook
How does a high school teacher become approved to teach a high school CTE course with CTE Dual Credit?
According to state policy, CTE Dual Credit courses must be taught by a high school instructor certified to
teach CTE courses and who holds a V-code in the subject area of the course, in accordance with the CTE
Certification V-code chart. Although state policy does not require college approval of CTE Dual Credit
instructors, stakeholders shared that colleges typically review teachers’ qualifications and experience
when establishing articulation agreements.
Are there options for a non-CTE certified instructor to be approved to teach CTE Dual Credit?
Yes. In circumstances where no CTE instructor certified through either a teacher training program or
business and industry work experience is available, a conditional CTE certificate may be issued for
limited service. The conditional CTE certificate may be issued to individuals meeting a set of criteria
stipulated in state law and is valid for no more than 2 years but may be reissued by the district upon
evidence that requirements continue to be met (WAC 181-77-014).
Are there geographic parameters for developing articulation agreements?
No. State policy permits high schools and skill centers to establish articulations with colleges anywhere
in the state and with out-of-state colleges. This flexibility allows secondary CTE programs to offer dual
credit in programs that may not be offered by their local postsecondary institutions. In practice,
however, districts tend to establish articulations with the postsecondary education partners in their
service district. If the postsecondary partners in the district’s service area do not offer similar courses for
an articulation agreement, postsecondary partners commonly connect the district with a nearby college
that does.
Is there a common timeline for articulation agreement development?
No. A lot of factors affect the process for developing an articulation agreement, including the course
type and learning objectives; number of colleges, schools, and skills centers involved; and the number
and bandwidth of staff involved to determine course articulation. According to the 2022 CTE Dual Credit
survey, respondents indicated that agreements typically take 2-3 months to finalize, though some can
take more than a year. See the sample materials for one college’s timeline that describes articulation
activities by month.
Sample Materials
These materials are located on the SBCTC CTE Dual Credit website. Find them at
https://www.sbctc.edu/colleges-staff/programs-services/cte-dual-credit/ and click on Programs/Course
Articulations at the bottom of the page.
• Cascadia Tech Academy Articulation and College Credits List
• Columbia Basis CTE Dual Credit Consortium MOA
• Columbia Basin CTE Dual Credit Evidence of Competency Form
• Columbia Basin CTE Dual Credit Articulation Form (blank)
• Columbia Basin High School Articulation Request Form (blank)
• Columbia Basin Teacher Assurance Form
• Columbia Basin Articulation Agreement Timeline
• Elma High School Articulation Agreement
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CTE Dual Credit Guidebook
• Elma High School CTE Dual Credit Teacher Verification Form
• Grays Harbor Master Articulation Agreement
• Grays Harbor Tech Prep Articulation Worksheet
• Highline College Articulation Agreements
• Olympic College How to Apply for CTE Course Articulation
• Pierce County Teacher Verification Form
• Seattle-Tech Skills Center Articulation Agreement
• Spokane CTE Dual Credit Memorandum of Agreement
• Walla Walla Articulation Agreement
• Wenatchee Valley High School Request to Articulate Courses in a POS
• Wenatchee Valley Teacher Verification Form
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CTE Dual Credit Guidebook
Grading Policies
Course articulation agreements specify the minimum grade that a student must earn to qualify for
college credit. Colleges have discretion over the minimum grade required for a student to earn college
credit for a CTE Dual Credit course. As a result, minimum grade requirements vary by college and, in
districts offering articulated courses with multiple colleges, sometimes by program or course.
National Recommendations
To ensure students can apply CTE Dual Credits to their postsecondary POS, national research and state
practices suggest establishing minimum grading policies for receiving credit that do the following
8
:
1. Match grading policies for regularly matriculated students. Where grading policies differ for dual
credit students, they should indicate students have truly mastered course content; align with
grade-level requirements for majors or degrees; and help students maintain an average grade
level to be eligible for financial aid (e.g., a C average for federal financial aid).
2. Underscore for students that final grades earned in CTE Dual Credit courses will be part of their
permanent college transcripts.
Local Practice
• The same grade expectations for dual and regular college credit: Pierce County Careers
Connection (PC3 Connect) recently changed the requirement for college credit from a B to a C or
better. The change was made after the PC3 Connect governing board determined that holding
high school students to the same rather than a higher standard as regularly matriculated college
students was more equitable.
• Different grade expectations for course progression: Spokane Community College allows
students to earn college credit for a minimum C grade in CTE Dual Credit courses. However,
some programs require CTE Dual Credit students to earn a higher course grade to progress to
the next course in a sequence because program staff believe that the higher grade is needed to
ensure students have truly mastered the knowledge and skills needed for success in the
subsequent course in the sequence.
• Higher grade expectations for dual credit: In some articulation agreements, the grade required
to earn college credit is higher for dual credit students—typically a grade of B or better—than
college students. According to stakeholders, the higher threshold is to ensure college instructor
buy-in, given that high school instructors are not directly managed by the college. They also felt
that the higher grade increases the likelihood that students have mastered the knowledge and
skills they need for the next course in a sequence in college and avoids high school students
entering college with low grades on their transcripts.
What does state policy say?
According to SBCTC, colleges have responsibility for setting minimum grade levels for students to earn
college credit for articulated courses, with a minimum suggested standard of a B grade or higher (SBCTC
Policy Manual Chapter 4).
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CTE Dual Credit Guidebook
FAQs: Grading Policies
How do grades get entered in the Statewide Enrollment and Reporting System (SERS)?
High school teachers enter students’ CTE Dual Credit course grades in SERS at the end of each semester
or year.
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CTE Dual Credit Guidebook
Pathway or POS Mapping
CTE Dual Credit programs are intended to help students earn college credit within their chosen career
pathway or POS. Stakeholders interviewed for this project suggest that CTE Dual Credit courses should
be mapped to a career pathway or POS to ensure alignment between students’ secondary and
postsecondary coursework. POS mapping is broader than course articulation and involves ensuring
alignment of programs across education levels and with industry standards and credentials.
National Recommendations
To ensure high-quality instruction, the following resources identify strategies that local programs can
use to develop rigorous and high-quality POS and pathways:
• The Office of Career, Adult, and Technical Education at the U.S. Department of Education’s
Program of Study Design Framework describes 10 supporting elements for a POS, such as POS-
related advising and nonduplicative course sequences that include secondary and
postsecondary courses.
• The Quality CTE Program of Study Framework from the Association of Career and Technical
Education provides a tool for strengthening 12 elements of high-quality POS elements, ranging
from standards-aligned and integrated curriculum to student assessment and business and
community partnerships.
What does federal policy say?
Perkins V requires districts and postsecondary institutions that receive Perkins funds to offer more than
one program of study. The legislation defines a “program of study” as “a coordinated, nonduplicative
sequence of academic and technical content at the secondary and postsecondary level that
(A) incorporates challenging State academic standards …;
(B) addresses both academic and technical knowledge and skills, including employability skills;
(C) is aligned with the needs of industries in the economy of the State, region, Tribal community, or
local area;
(D) progresses in specificity (beginning with all aspects of an industry or career cluster and leading to
more occupation-specific instruction);
(E) has multiple entry and exit points that incorporate credentialing; and
(F) culminates in the attainment of a recognized postsecondary credential.”
What does state policy say?
OSPI and SBCTC both offer resources for designing and evaluating POS and pathways. These include the
Designing High Quality CTE Pathways checklist, which outlines pathway components and provides
pathway examples, Program of Study Assurances Checklist, and Program of Study Template.
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CTE Dual Credit Guidebook
Local Practice
• CTE dual credits that fit into postsecondary POSs: West Valley High School staff meet every few
months to review 2- and 4-year institutions’ programs and catalogs, strategically map student
options, and ensure CTE Dual Credit course offerings align with and are transferable to the
programs in which students are most likely to matriculate after high school.
• Skills gap analysis to demonstrate demand for a POS: Renton School District conducts skills gap
analyses to identify subject areas in need of a POS. The district reviews U.S. Bureau of Labor
Statistics workforce or labor demand data and presents these data to advisory boards for
review. Based on this review, courses and/or the programs in which these courses are included
may be modified. To develop a POS to meet the identified need, the district sometimes up-skills
existing staff members to qualify them to teach a CTE Dual Credit course. Bellevue School
district produces a career pathways catalog that describes CTE dual credit, industry and pathway
certifications, and student leadership opportunities in general and outlines available POS and
pathways in various career clusters. For each cluster, the guide summarizes the number of
college credits available and potential college tuition savings; lists the classes offering
professional certifications; data on the labor market demand; and examples of course
progressions from secondary to postsecondary CTE programs.
FAQs: POS Mapping
How often should faculty and teachers get together to discuss pathways and POSs?
Local practice and national experts recommend that faculty and teachers should review POS at least
annually to ensure that the course information is current.
Who should be involved in the POS mapping process?
Secondary and postsecondary partners. Prior to the authorization of Perkins V, POS mapping was
traditionally completed at the secondary level. Perkins V increases the number of POSs required and
strengthened language encouraging secondary-postsecondary collaboration.
Can courses be articulated if they do not fit into a POS?
As part of their annual review process, secondary and postsecondary partners should include and
collaborate on an evaluation of which classes fit within a POS and which do not. They should openly and
honestly discuss the merits of maintaining articulations for classes that do not fulfill a program
requirement at the postsecondary level, as both OSPI and SBCTC strongly advise against engaging in
“random acts of dual credit.” While students are encouraged to explore careers, efforts also should be
made to ensure earned credits can be applied to students’ educational pathways and that articulations
correspond to college requirements.
How can students track how many credits they have earned and learn what degree pathways these
credits can go towards?
Students are encouraged to discuss prior learning credentials and prior credits with their college
advisors and how these may apply to a degree pathway.
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CTE Dual Credit Guidebook
Who is responsible for making and updating POS maps for CTE Dual Credit offerings?
Both secondary and postsecondary partners have responsibilities for submitting POS documentation for
state approval. They also may create joint documents for marketing purposes that show how CTE Dual
Credit courses align to college programs. At the secondary level, OSPI approves POS through the process
described in the POS Assurances Checklist. At the postsecondary level, SBCTC verifies POSs as part of the
Perkins plan application with submission of the POS Verification Form.
Sample Materials
These materials are located on the SBCTC CTE Dual Credit website. Find them at
https://www.sbctc.edu/colleges-staff/programs-services/cte-dual-credit/ and click on Pathways and
Program of Study (POS) Mapping at the bottom of the page.
• Bellevue School District CTE Career Pathways Catalog
• Columbia Basin Accelerate Your POS With CTE Dual Credit (Columbia Basin)
• Columbia Basin Agriculture, Food, and Natural Resources POS Visual (Columbia Basin)
• Renton School District Health Sciences Skills Gap Retention
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CTE Dual Credit Guidebook
CTE Dual Credit Program Administration
Data Collection and Reporting
Data collection on CTE Dual Credit offerings is critical for meeting state and federal reporting
requirements. It also helps local programs assess the extent to which students are accessing and earning
postsecondary credit through CTE Dual Credit and to identify equity gaps.
SERS is an online platform for managing CTE Dual Credit courses. SERS is used by multiple audiences:
• Students use SERS to register with an institution to request college credit and view the credits
they have completed.
• High school teachers enter students’ CTE Dual Credit course grades in SERS at the end of each
semester or year.
• Registrars use SERS to identify the CTE courses for which students have earned transcripted credit.
• Dual credit coordinators use SERS to maintain information on current articulations, monitor
program outcomes, and provide general program oversight.
National Recommendations
To better understand student participation in and outcomes of dual credit programs, national research
and other state policies identify
9
the need for
1. common definitions, terms, and data collection elements to differentiate between dual credit
programs and courses and to track dual credit student progress through postsecondary education;
2. the ability to link student records across all education levels and agencies, with aligned policies
and programs to support linkages; and
3. reporting on whether CTE Dual Credits earned by students are aligned to their POS or pathway.
4. the use of real-time data to improve dual credit programs and address equity and access gaps.
What does state policy say?
State policy requires the use of a local or state data system to capture data on CTE Dual Credit
participation and articulated credits (SBCTC Policy Manual Chapter 4). Although SERS is an option for
meeting this requirement, the use of other data systems is permitted.
In addition, state agencies are required to annually report data on all dual credit programs, including
CTE Dual Credit (RCW 28A.600.280). In 2022, HB 1867 established the Education Research and Data
Center in the Office of Financial Management as responsible for coordinating the annual dual credit
report to the Legislature. It also expanded required data elements to include the number of dual credits
awarded by secondary and postsecondary institutions and the number of students earning dual credit,
with certain data elements requiring disaggregation by student populations.
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CTE Dual Credit Guidebook
Local Practice
• Resources to support SERS use: As part of its regular training for staff on CTE Dual Credit, the Pacific
Northwest College Credit consortium provides teachers with a SERS operating manual. The manual
describes how teachers can assist students in creating a SERS account and provides guidance to
teachers as they create their own accounts and enter end-of-course student grades. Additionally,
Columbia Basin College has created a video that walks students through the SERS registration process.
• Avoiding duplicate student records in SERS: Students who have forgotten their login credentials
sometimes create new accounts, resulting in multiple SERS accounts for one student. To avoid this
issue, an Elma High School CTE instructor sends Walla Walla Community College a class roster for
each CTE Dual Credit course before students register in SERS for the class. College staff check
student names to determine whether students have already established a SERS account. If students
have an existing account, the college sends the teacher the username that students created
previously; students who have not created a SERS account are noted on the class roster. This
process also helps identify students who have multiple SERS accounts under the same name.
• Teacher trainings on entering grades in SERS: Because teachers generally only log in to SERS at the
end of the academic year to enter course grades, a quick annual school-year-end SERS refresher
course can be helpful. Staff for the Pacific Northwest College Credit consortium annually conduct
trainings in June to remind teachers to enter grades and show them how to do so in SERS. Staff at
Columbia Basin College visit the high schools each year to talk with new teachers to walk them
through the program requirements, including how to use SERS to enter grades and run reports.
• Analyzing local dual credit data to improve equity: Staff at Yakima School District partnered with
Washington STEM, a statewide organization focused on increasing equitable access to science,
technology, engineering, and mathematics (STEM) programs, to review data on student
participation, outcomes, and awareness of the different district dual credit programs. Data sources
included course-taking and outcomes data, staff and student surveys, and student interviews. For
example, using survey data, district staff compared student aspirations to attend postsecondary
school with school staff’s perceptions of student aspirations to attend postsecondary school. They
found that students aspired to attend postsecondary school at a higher rate than expected by school
staff. These data also were disaggregated by Spanish-speaking students and first-generation
students. In response to the data, district staff plan to offer additional professional development on
dual credit opportunities and sponsor targeted awareness and recruitment events for specific
student populations.
• Sharing dual credit data with stakeholders: The dual credit coordinator at Columbia Basin College
produces an annual report that highlights CTE Dual Credit data, including the number of students
that earn credits and the potential savings for parents in future college costs. The report also
features profiles of students that earn dual credits to describe the benefits of taking CTE Dual Credit
courses.
FAQs: Data Collection
Where can I find more information or support for SERS?
SERS is supported by SBCTC. Information about and a link to SERS is available at
https://www.sbctc.edu/colleges-staff/programs-services/cte-dual-credit/.
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CTE Dual Credit Guidebook
What statewide and college-level data are available on CTE Dual Credit and where can I access them?
How do I know how many students are applying the credits earned through our CTE Dual Credit
articulations?
Statewide data on students’ use of credits earned through CTE Dual Credit to meet postsecondary credit
or program requirements are not available. In accordance with state policy OSPI, in collaboration with
SBCTC and other state agencies, publishes data on dual credit programs annually. These data are
available through the Washington State Report Card. The report includes statewide and district-level
data on dual credit participation and other indicators. The data are disaggregated by gender,
race/ethnicity, and receipt of free or reduced-price lunch, but not by dual credit program type. The
Washington Student Achievement Council has published reports on dual credit, some of which provide
data for CTE Dual Credit.
What resources are available to support local dual credit data analysis and use?
• The Equitable Dual Credit Toolkit, developed by Washington STEM, Eisenhower High School, and
OSPI, helps practitioners analyze dual credit data to examine and address equity gaps in dual credit
participation, outcomes, and student experiences. The toolkit can be downloaded from
https://washingtonstem.org/equitable-dual-credit-toolkit/ .
• OSPI’s Dual Credit System Improvement Guide includes discussion questions, a self-assessment, and
action steps for district and school leaders on understanding dual credit data and identifying needs
for program improvement. The guide can be downloaded from
https://www.k12.wa.us/sites/default/files/public/ossi/k12supports/pubdocs/systemimprovementg
uide.pdf.
• The Dual Enrollment Playbook: A Guide to Equitable Acceleration for Students, developed by the
Community College Research Center, describes strategies for increasing equity in dual credit
programs and includes companion rubrics for assessing program quality at the high school and
community college levels. The playbook and rubrics can be downloaded from
https://ccrc.tc.columbia.edu/publications/dual-enrollment-playbook-equitable-acceleration.html.
• The Career Readiness Data Quality and Use: Policy Benchmark Tool, developed by Advance CTE,
describes core elements for collecting and using high-quality career readiness data. It offers a needs
assessment and roadmap for improving data quality and can be viewed or downloaded from
https://dataquality.careertech.org.
• The Education Commission of the States offers a database of state policies that include program
evaluation as a component of dual or concurrent enrollment programs. For states with a program
evaluation component, the database describes evaluation criteria and processes. See the database
at http://ecs.force.com/mbdata/MBQuest2RTanw?Rep=DE1916.
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CTE Dual Credit Guidebook
How do I track progress for CTE Dual Credit students after their credit is transcribed at the college?
There is currently no central process for tracking CTE Dual Credit students at postsecondary institutions,
but some colleges have developed their own strategies for doing so. Seattle Colleges, for example, adds
the “T#P” code (for “Tech Prep”) to student records and can pull reports of all students with the code to
see if they have enrolled after earning the credit, how many credits they earned, and which program
they have enrolled in. Similarly, Olympic College adds a group code for CTE Dual Credit student records
with the goal of knowing whether students matriculate at the college and into which programs, and to
specifically recruit students that receive CTE Dual Credits and do not enroll. SBCTC also is exploring a
common code for colleges to use to analyze data on CTE Dual Credit participation and transcription.
Sample Materials
These materials are located on the SBCTC CTE Dual Credit website. Find them at
https://www.sbctc.edu/colleges-staff/programs-services/cte-dual-credit/ and click on Data
Collection/Reporting at the bottom of the page.
• Columbia Basin CTE Dual Credit Annual Report
• Columbia Basin CTE Dual Credit Teacher Instructions
• Pierce County How to Enter Grades on SERS Teacher Account
• Wenatchee Valley SERS Student Instructions
• Wenatchee Valley SERS Teacher Instructions
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CTE Dual Credit Guidebook
Dual Credit Personnel
State policy does not address dual credit personnel, but the stakeholders consulted for this guidebook
described a need for dedicated secondary and postsecondary staff members to coordinate and manage
CTE Dual Credit programs. At some colleges, a dual credit coordinator oversees one or more dual credit
programs at the college and partnering secondary programs. At the secondary level, the district CTE
director may have this role or share responsibility for CTE Dual Credit coordination with another staff
person such as a career specialist or CTE coordinator. Other key personnel involved with CTE Dual Credit
include instructors and advisors.
National Recommendations
Given the time required to develop and manage articulation agreements, national research and
guidebooks from other states emphasize the need for a dedicated staff person to coordinate dual credit
partnerships.
10
This staff person typically is responsible for
1. facilitating cross-system collaboration and communication between postsecondary and
secondary institutions;
2. serving as a point of contact to parents and students to address enrollment, transcription, and
other processes; and
3. coordinating support services, like advising and tuition waivers, for students.
Local Practice
• Shared coordination responsibilities: Many colleges combine CTE Dual Credit responsibilities with
responsibilities for other dual credit programs or with other Perkins or CTE responsibilities. For example,
the Pacific Northwest College Credit Consortium maintains 2.75 full-time equivalent (FTE) staff—a
director, program specialist, and program assistant—to support three dual credit programs from among
those run by the consortium’s K–12 and postsecondary members. The full-time director creates
articulations and administers Perkins with the partnering colleges’ deans, including attending economic
or workforce development meetings. The full-time program specialist manages articulations, conducts
teacher trainings, connects with CTE directors and career specialists in high schools, and creates
program materials. The .75 FTE program assistant responds to student and parent emails.
• Coordination at district and school levels: On the secondary side, stakeholders reported having
both district-level and school-based coordination support for CTE Dual Credit. West Valley School
District’s CTE director leads district-wide strategic visioning and relationship-building for CTE Dual
Credit. The career information specialist, who also oversees the district’s College in the High School
programs, coordinates articulation agreement development, including accessing course
competencies from the college, working with high school teachers to integrate those competencies
into high school courses, and reviewing the high school course competencies with college staff.
Renton School District is transitioning to a model in which the CTE director will provide district-level
oversight for CTE Dual Credit, but a new position will attend to day-to-day responsibilities for CTE
Dual Credit, Running Start, College in the High School, and High School and Beyond plans; the new
position will also serve as a graduation pathways expert.
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CTE Dual Credit Guidebook
FAQs: Dual Credit Personnel
What funding is available to support personnel responsible for CTE Dual Credit?
At the postsecondary level, strategies for funding dual credit coordinator positions vary by college or
consortium and typically include a combination of Perkins and institution funds. Secondary district staff
with responsibility for CTE Dual Credit are typically funded through the general state apportionment.
Where can I find a list of CTE Dual Credit coordinators?
No such list currently exists, but a list of consortia can be found at https://www.sbctc.edu/colleges-
staff/programs-services/cte-dual-credit/cte-dual-credit-consortia.aspx.
Training Staff on CTE Dual Credit
The strategies used by dual credit staff to prepare administrators and instructors to offer CTE Dual
Credit courses vary, but typically include:
• Offering one-on-one support from staff with experience in CTE Dual Credit
• Creating in-house guides and resources on CTE Dual Credit policies and practices
• Delivering virtual or in-person training sessions
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CTE Dual Credit Guidebook
Program Costs and Fees
Some colleges and consortia assess fees to cover CTE Dual Credit program costs; these fees include both
district participation fees and transcription fees. A 2019 OSPI study found that participation in dual
credit among students from low-income backgrounds is higher for CTE than other types of dual credit,
which the authors attribute to the programs being no or low cost to students and parents. In addition,
CTE Dual Credit programs that do charge student fees tend to use transcription fees (which are paid
when students apply to college) rather than “up front” fees for participation.
11
Research affirms that
costs to students and families can limit participation in dual credit, and OSPI recommends fully covering
dual credit costs for students and their families by 2023.
12
District participation fees: A fee assessed a district by a college or consortium for participation in a dual
credit articulation agreement or a consortium. These fees can be assessed as a flat rate, fee per
articulation or per course, or based on high school CTE FTE.
Transcription fee: A fee assessed a high school, district, or student for the cost of transcribing a
student’s college credit. Transcription fees may be waived for all or low-income students or covered by
the district.
National Recommendations
To ensure equitable access to dual credit programs, national research recommends
13
1. removing financial burdens to dual credit participation, especially to ensure that low-income
students can enroll and succeed in dual credit courses, and
2. ensuring CTE Dual Credits are aligned to students’ interests and postsecondary goals so that
students see the value of transcription fees to claim earned credits to be used at the college
where the student matriculates.
Local Practice
• Equitable access to CTE Dual Credit courses: Stakeholders consulted for this study reported that
transcription fees as low as $15 can be a barrier for some students. Although some stakeholders
felt that students and families take greater care in choosing and doing well in dual credit courses
when costs are involved, other colleges, including Columbia Basin College, have eliminated
these fees to promote equity and access.
What does state policy say?
SBCTC policy permits colleges to charge student fees (SBCTC Policy Manual Chapter 4).
Dual credit fees may be covered by set-aside institutional financial aid funds (RCW 28B.15.820) or funds
from student 529 accounts (aka Washington college savings program) or the Washington advanced
college tuition payment program (RCW 28B.95.032, RCW 28B.95.030).
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CTE Dual Credit Guidebook
FAQs: Program Costs and Fees
What factors determine the fee types and amounts for CTE Dual Credit?
Fees reflect the college or consortium staff time needed to support CTE Dual Credit, other program
expenses that fees might cover (e.g., office space, equipment, staff travel, program marketing
materials), and the extent to which other funding sources (e.g., Perkins, Running Start) are available to
offset the costs of staffing dual credit positions.
What does a consortium fee cover?
Consortia members (colleges, high schools, districts, and skills centers) can be assessed a consortium fee
that covers the staff, facility, and materials costs associated with program operations. Most consortia
charge districts a flat annual fee, which sometimes varies by the number of high school members, and
some also assess student fees. In one consortium, districts pay an annual fee based on the number of
CTE FTE students enrolled in the district each school year, regardless of the number of CTE Dual Credit
courses students take in a given school year. Fee structures also vary by member type: one consortium
charges member colleges a flat $5,000 annual fee, while applying a per-CTE FTE fee to district partners.
What additional costs might secondary partners incur?
Secondary partners bear additional costs for CTE Dual Credit beyond charges assessed by a partnering
college or consortium. The development of articulation agreements places additional demands upon
CTE teachers, district CTE directors, counselors, and advisors. The staff time needed can be particularly
burdensome in small districts where one staff person may serve as the district CTE director, teach CTE
courses, and potentially take on other roles, or a single advisor serves an entire high school. Secondary
schools also bear the cost of required instructional materials, which some college courses change
frequently. Training and equipment and additional high school teacher requirements also pose
challenges, particularly for smaller districts.
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CTE Dual Credit Guidebook
Credit Transcription and Transfer
Students need clear guidance on when and how to receive the college credits that they earn. Some
programs adhere to a direct transcription model that automatically awards and transcribes college
credit upon student attainment of a qualifying end-of-course grade. Other programs require students to
submit a formal request for credits to be transcribed.
National Recommendations
To ensure students can access and apply credit earned in dual credit courses, national dual credit
experts and policy guides recommend that
14
1. articulation agreements outline how students earn dual credit and the process for ensuring
credits are reflected on their transcripts and
2. dual credits be transferable and fulfill postsecondary degree requirements in the same major or POS.
Local Practice
• Reviewing credits earned with students: Columbia Basin College does direct transcription and
sends all students who earn college credit a copy of their unofficial transcript, showing the
credit they have accumulated. The college also sends students earning CTE Dual Credit a
congratulatory letter that includes an explanation of how to access their official Columbia Basin
College transcript if they choose to enroll in another institution.
• Raising awareness of credit eligibility: Staff at the North Central Educational Services District
found that often students do not register for credit due to lack of awareness of their eligibility to
do so. To raise student awareness, district staff provide ongoing support to students by clearly
communicating their articulation options at the start and throughout their enrollment in a dual
credit course, introducing students to college administrators who can help with transcription,
and explaining the benefits of transcription to families during dual credit informational events.
What does state policy say?
• State policy recommends that direct transcription of college credit earned through CTE Dual
Credit should be initiated at the time of course completion.
• In addition, schools and colleges are required to provide written documentation to students
explaining that college credits earned through CTE Dual Credit may not transfer to institutions
outside of the state’s community and technical college system.
SBCTC Policy Manual Chapter 4
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CTE Dual Credit Guidebook
FAQs: Credit Transcription and Transfer
How do students receive credit for their participation in CTE Dual Credit courses?
To receive college credit, students must earn the minimum grade for the course, register for the CTE
credit in SERS or other steps for requesting credit defined by the college, and complete the college’s
administrative process. Both the minimum grade and process for accessing college credits should be
indicated in the course articulation agreement.
Will credits earned through CTE Dual Credit transfer to any college?
Credits will transfer within the Washington State community college and technical college systems but
may not transfer the same way to each college. College credits earned via dual credit that meet degree
requirements at the articulating college may only transfer as elective credits or be used to satisfy
prerequisites at another college, particularly if that college does not offer the same program.
Transferability of credit to 4-year colleges depends on the receiving institution. Many students have had
their credit accepted at other colleges in Washington and out of state; however, there is no guarantee
that credit will directly transfer, and the credit awards are at the discretion of the institution.
15
Students
are encouraged to contact the college they are attending and speak with an advisor about the credits
they earned and how they may be applied to their POS.
Do students have to claim their credits within a certain time frame?
No. State policy does not specify a time frame in which students have to claim credit earned through CTE
Dual Credit. The ICRC Handbook states, “credit earned in transferable courses shall be granted without regard
to the date at which the course was completed,” but adds, “in some degree programs, especially in scientific
and professional subjects, students may be required to acquire current knowledge or to refresh their
knowledge by repeating courses taken at a prior date.”
16
This provision could, for example, affect students
seeking transfer credit for CTE Dual Credit earned years earlier in STEM fields such as computer science or
informational technology, in which new knowledge and skills are emerging on an ongoing basis.
If students have transcripts from multiple colleges, can they access these in one place?
Not yet, but eventually students will have one transcript across all colleges in the new systemwide software
program, ctcLink. For college that do not use ctcLink, students will need to access separate transcripts.
Sample Materials
These materials are located on the SBCTC CTE Dual Credit website. Find them at
https://www.sbctc.edu/colleges-staff/programs-services/cte-dual-credit/ and click on Credit
Transcription and Transfer at the bottom of the page.
• Bellevue School District Steps for Earning College Credit
• Big Bend Community College Request for CTE Dual Credits
• Elma High School How-to Post CTE Dual Credits
• Highline College Process for Dual Credit Transcription
• Pierce County CTE Dual Credit Request
• Pierce County How-to Post CTE Dual Credits
• Renton Technical College Dual Credit Request Form
• Wenatchee Valley College Request for CTE Dual Credits
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CTE Dual Credit Guidebook
CTE Dual Credit Students
Recruitment and Advising
To recruit students to participate in CTE Dual Credit, local staff provide them with information on the
different dual credit options and advise them on how CTE Dual Credit can help students fulfill graduation
requirements and progress within their POS or pathways. Staff should focus recruitment and advising
efforts on increasing equity in CTE Dual Credit and removing barriers to participation for all students.
National Recommendations
To equitably recruit and engage students to participate in CTE Dual Credit, research suggests that college
and high school partnerships should
17
1. focus on removing barriers to dual credit participation for all students and expanding recruitment
efforts to reach student populations that have not traditionally enrolled in dual credit programs;
2. help students and families understand different dual credit options and how they compare in terms
of student eligibility, costs, types of courses available, transferability of credit, and how different
courses may best align with students’ postsecondary and career goals;
3. make students and families aware of a college’s postsecondary POSs and encourage matriculation in
the college to pursue a degree for which the student has completed CTE Dual Credit; and
4. provide ongoing support, including advising, to help students understand how CTE Dual Credit fits
into their POS or career pathways, the impact on their financial aid eligibility, and the process for
enrolling in and receiving CTE Dual Credit.
Local Practice
• Showcase dual credit options through events with college staff: Spokane Community College,
Spokane Falls Community College, and Eastern Washington University travel with the local skills
center to high schools in their region to deliver joint presentations and participate in college
nights and meetings with high school and district administrators. Each college provides details
What does state policy say?
State policy requires high schools to provide written notification to parents of students in Grade 9 of the
availability of CTE Dual Credit and other course- and exam-based dual credit options (RCW 28A.300.118).
State policy requires that each student develop a High School and Beyond Plan in Grade 7 or 8 (and
update it before Grade 11 course selections) that aligns with their educational and career goals and
identifies any dual credit or CTE courses as part of their high school course plan (RCW 28A.320.195)
(RCW 28A.230.090).
Students also should be advised on the transferability of CTE Dual Credits (SBCTC Policy Manual Chapter
4) and on the future impact of dual credit on financial aid eligibility (RCWA 28A.600.285).
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CTE Dual Credit Guidebook
on the dual credit courses it offers through CTE Dual Credit and other options. A single
informational session from multiple institutions on multiple dual credit programs helps students
and parents understand the opportunities to “mix and match” so that students can choose an
assortment of dual credit courses that align with their educational and career goals. For
example, a student might complete one course through CTE Dual Credit and another through
Running Start at Eastern Washington University. At Seattle Colleges, students can attend Try-A-
Trade events to learn about careers related to programs offering CTE Dual Credit courses and
meet faculty and current college students.
• Help students navigate dual credit registration: In the West Valley School District, partnering
postsecondary institutions visit high schools to both promote dual credit opportunities and help
students complete the registration process. Students receive college swag upon registration and
a “Certificate of Participation” once they complete the CTE Dual Credit course. College staff
describe the registration days as both fun and similar to the college registration process that
students encounter once they matriculate. Staff at Spokane Falls Community College use video
tutorials and online or in-person support to help students register, which build connections with
students and can avoid common registration errors in SERS.
Best practices for increasing equity in dual credit
The Equitable Dual Credit Toolkit from Washington STEM, Eisenhower High School, and OPSI, analyzed
dual credit data to identify and address equity gaps. This analysis resulted in the following
recommended practice changes to increase equity in dual credit: providing staff professional
development on dual credit options; holding peer-led informational sessions; integrating college and
career readiness activities into advisory periods; extending dual credit information to middle schools;
increasing the number of available dual credit courses to serve more students; and promoting the
expertise of dual credit instructors through social media and other communications.
The Community College Research Center’s Dual Enrollment Playbook: A Guide to Equitable Acceleration
for Students presents five principles for designing equitable dual enrollment programs:
1. Set a shared vision and goals that prioritize equity
2. Expand equitable access
3. Connect students to advising and supports that ensure equitable outcomes
4. Provide high-quality instruction that builds students’ competence and confidence
5. Organize teams and develop relationships to maximize potential
In the Expanding Dual Credit - Myth Busting: Shifting Current Practices Toward Equity and Access guide,
OSPI encourages districts to expand equitable access by considering
• which student groups may be over- or underrepresented in CTE Dual Credit courses in
disaggregated student enrollment data;
• whether CTE Dual Credit options are promoted by all staff as often as AP/IB, College in the High
School, or Running Start; and
• whether dual credit courses are being built into CTE Course Sequence Graduation Pathways and how
those and other Dual Credit Graduation Pathways are being communicated to students and families.
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CTE Dual Credit Guidebook
• Create pathways for entering college freshmen to maintain Pell eligibility: Some students
enter college having completed entry-level courses in a CTE program sequence and must enroll
in 12 credit hours to maintain Pell eligibility. For these students, Spokane Community College
has created special 1st-year pathways in areas such as culinary arts and welding, in which
students are increasingly matriculating having completed most 1st-year credits through CTE
Dual Credit.
• Use multiple channels to share information about CTE Dual Credit: Secondary and
postsecondary institutions use a variety of strategies to share information about CTE Dual Credit
with families and students. These range from informational nights for parents and students to
monthly newsletters, posters and social media, information in course catalogs, CTE Dual Credit
guides and websites, and other special events.
• Support for students: From the student perspective, feedback suggests that students might
benefit from clearer guidance on how CTE Dual Credits could apply to their future
postsecondary programs and the processes they will need to go through once they enroll to
apply credits to their degree program correctly.
18
According to one student, this involves
informing college faculty that certain prerequisite courses had already been fulfilled in high
school.
• Peer-to-peer recruitment: Another student suggested that it would be helpful for current
college students to speak to high school students about how they benefited from earning dual
credits and to encourage students to enroll in CTE Dual Credit courses. Likewise, Columbia Basin
College collects stories of how students who have earned CTE Dual Credit are using the credits
after high school, any cost savings they experienced with college tuition as a result, and what
programs they pursued after college. These stories are shared through the college’s annual
report and on dual credit promotional materials for students and families.
FAQs: Recruitment and Advising
Which students are eligible to participate in CTE Dual Credit?
All students (not just CTE students) in Grades 9–12 enrolled in an approved CTE class are eligible to
participate in CTE Dual Credit.
Sample Materials
These materials are located on the SBCTC CTE Dual Credit website. Find them at
https://www.sbctc.edu/colleges-staff/programs-services/cte-dual-credit/ and click on Recruiting and
Advising at the bottom of the page.
• Chief Leschi Schools Connecting Classroom to Culture and Career Magazine
• Columbia Basin CTE Dual Credit Poster
• Columbia Basin Important CTE Dual Credit Information
• Columbia Basin Registering for CTE Dual Credit
• Pacific NW College Credit CTE Dual Credit Program Information and Registration Instructions
• Pierce County Dual Credit Flyer
• Olympic College Students and CTE Dual Credit
• OSPI Expanding Dual Credit (Myth Busting)
• Yakima Valley College How to Sign Up for CTE Dual Credit
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CTE Dual Credit Guidebook
CTE Dual Credit and Postsecondary Financial Aid Eligibility
Students’ eligibility for financial aid varies by aid type, as described below. To help students make
informed decisions about whether to participate in CTE Dual Credit, high school and college staff should
clearly explain how all types of dual credit, including CTE Dual Credit, can affect financial aid in detail.
Guidance for students and families should pair information on potential financial aid impacts with
information on the potential financial benefits of dual enrollment and effective ways to minimize risks.
Federal financial aid: CTE Dual Credit does not affect eligibility for federal grants and loans for
postsecondary education, which is based on individual or family income and family size. It can, however,
influence aid amounts, because federal student loan programs permit higher awards for 2nd- and 3rd-
year college students than for 1st-year students. Students with enough dual credits to qualify as 2nd-
year students may be eligible for larger loans. Dual credit does not affect students’ lifetime Pell grant
eligibility, which is capped at 12 semesters of Pell Grant support
9
but can affect the amount of time that
students are eligible for federal student loans, which varies by students’ degree programs and loan type.
Washington College Grant Program: Dual credit does not apply to the 5-year limit for the new
Washington College Grant program.
19
The maximum usage time frame of the grant is 5 full-time years
(15 quarters or 10 semesters) or equivalent, and only applies to the quarters in which a student received
the grant. Because students cannot receive state financial aid to pay for college credits earned through
dual credit, no course work taken in dual credit programs will apply to the grant program’s maximum
usage time frame. Additionally, students who earn an associate degree through dual credit programs
can use the Washington College Grant toward another associate degree if they are enrolled in an aid-
eligible program (WAC 250-21-011).
College Bound Scholarship: This Washington state financial aid program has a different length of
eligibility requirement than the Washington College Grant program. College Bound Scholars receive up
to 4 years of funding to use within 5 years of high school graduation. Students must enroll in a college
within 1 year of high school graduation. The 4-year funding limit applies regardless of whether students
enroll part or full time or if they choose to take time off from school. The College Bound maximum terms
of eligibility are 12 quarters or 8 semesters or the equivalent of full-time enrollment. As with the
Washington College Grant, this time limit only applies to the quarters in which a student received the
College Bound Scholarship; no course work taken in dual credit programs will apply to the College Bound
Scholarship eligibility limit.
College Bound Scholars must also enroll in college within 1 academic year following their high school
graduation to be eligible. For example, a College Bound Scholar who graduated high school in the spring
of 2021 would need to enroll in college by the fall term of 2022. College Bound Scholars who do not
enroll in college within 1 year of high school graduation cannot receive the scholarship unless they
completed transcripted college credit prior to high school graduation through a dual credit program
such as CTE Dual Credit, College in the High School, or Running Start.
20
In this case, dual credit
participation can help students access state financial aid because it fulfills the College Bound enrollment
deadline, as in the following example:
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CTE Dual Credit Guidebook
• A College Bound Scholar completes a CTE Dual Credit course in senior year and receives college
credit on a college transcript.
• The student graduates in the spring of 2021 having already met the College Bound enrollment
deadline because the student was enrolled at a college for the CTE Dual Credit course.
• The student does not enroll in college until the fall term of 2023.
• The student is still eligible for College Bound Scholarship consideration because they met the
enrollment deadline through CTE Dual Credit participation.
• However, the student still only has 5 years after high school graduation to use College Bound
Scholarship funding, meaning only 3 years of funding remain.
Satisfactory Academic Progress: For both state and federal financial aid, students must maintain
Satisfactory Academic Progress (SAP). SAP review standards vary by institution, but all consider the
maximum time frame rules and evaluate the successful completion of a minimum number of credits or
clock hours. Dual credit students should understand that all prior postsecondary coursework that
generated a college transcript, including that taken through dual credit, will potentially be evaluated for
SAP. Depending on the college or university’s SAP policy, it may apply prior credits, including those
earned through dual credit, when evaluating SAP. If students’ dual credit coursework hurts their SAP
evaluation, all Washington’s colleges and universities have SAP appeals processes in place. Appeals and
reinstatement polices vary by institution.
FAQs: CTE Dual Credit and Postsecondary Student Financial Aid
How does participation in CTE Dual Credit impact students’ financial aid eligibility?
As described above, different types of financial aid may have different implications for dual credit
participation. In general, any credits received will count towards the maximum time frame for
completion, which is the total number of credits allowed to be funded. Students should be made aware
that there may be implications for financial aid eligibility before enrolling in CTE Dual Credit and, where
appropriate, be encouraged to reach out to financial aid administrators at the postsecondary institution
where they enroll to see if waivers might be available. At the same time, advising for parents and
students on dual credit should address common financial aid “myths” to help families understand the
financial benefits of dual credit enrollment.
34
CTE Dual Credit Guidebook
ENDNOTES
1
Pretlow, J. (2014). Dual enrollment, community colleges, and baccalaureate degree attainment. Community
College Journal of Research and Practice, 38(2–3), 264–269.
2
Pretlow, J., & Wathington, H. (2014). Expanding dual enrollment: Increasing postsecondary access for all?
Community College Review, 42(1), 41–54.
3
An, B. P., & Taylor, J. L. (2019). A review of empirical studies on dual enrollment: Assessing educational outcomes.
In L. W. Perna (Ed.), Higher education: Handbook of theory and research (pp. 99–151). Springer, Cham.
4
Crowe, M. (202, June). Dual enrollment research: A comprehensive review. Southern Regional Education Board.
https://www.sreb.org/sites/main/files/file-attachments/dual_enrollment_2020.pdf?1595860864
5
Washington Student Achievement Council. (2020, January 29). Leveraging dual credit to meet attainment goals.
https://wsac.wa.gov/sites/default/files/2020.01.29.0321.Dual.Credit.pdf
6
Miller, M., Boatwright, J., & Mahoney, K. ( 2019). Covering the costs of dual credit for students and families. Office
of Superintendent of Public Instruction.
https://www.k12.wa.us/sites/default/files/public/communications/2019-11-Covering-the-Costs-of-
Dual-Credit.pdf; Washington Student Achievement Council. (n.d.). Dual credit and educational attainment.
https://wsac.wa.gov/sites/default/files/2019.07.10.012.2.Dual.Credit.pdf
7
Community College Research Center. (2012). What we know about dual enrollment: Research overview.; College
in High School Alliance & Level Up. (2019). Unlocking potential: A state policy roadmap for equity & quality in
college in high school programs. https://www.collegeinhighschool.org/roadmap; College Board. (2017).
College credit in high school: Working group report. https://secure-
media.collegeboard.org/pdf/research/college-credit-high-school-working-group-report.pdf
8
Kentucky Department of Education. (n.d.). Dual credit 101: A guide for parents, counselors and students.
https://education.ky.gov/educational/AL/dc/Documents/Dual_Credit_101.pdf; Minnesota Department
of Education. (2019). Postsecondary enrollment options (PSEO) reference guide.
https://education.mn.gov/mdeprod/idcplg?IdcService=GET_FILE&dDocName=MDE058445&RevisionS
electionMethod=latestReleased&Rendition=primary; New Mexico Public Education Department (NMPED).
(2018). Policy and procedures manual for dual credit. https://webnew.ped.state.nm.us/wp-
content/uploads/2018/03/Dual-Credit-Policy-and-Procedures-Manual.pdf; Utah State Board of Education.
(2020). Utah concurrent enrollment 2020–21 handbook. https://www.schools.utah.gov/file/7ee9550c-30ab-
4a22-8209-9babb0844bd7; Wyoming Community Colleges. (2018). Manual of procedures for dual and
concurrent enrollment programs. https://communitycolleges.wy.edu/wp-
content/uploads/2018/01/manualofprocedures.pdf
9
Advance CTE. (2021). Career readiness data quality and use: Policy benchmark tool.
https://careertech.org/resource/career-readiness-data-quality-policy-benchmark-tool; Advance CTE.
(2019). Measuring secondary CTE program quality: Postsecondary credit attainment.
https://careertech.org/resource/measuring-program-quality-postsecondary-credit-attainment; Data
Quality Campaign. (2014). Roadmap for K–12 and postsecondary linkages.
https://cte.careertech.org/sites/default/files/files/resources/Measuring_Program_Quality_Postsec_Cr
edit_2019.pdf; Southern Regional Education Board. (2020). Dual enrollment research: A comprehensive review.
10
Piontek, M., Kannapel, P., Flory, M., & Stewart, M. (2016). The implementation of dual credit programs in six
nonurban Kentucky school districts. Institute for Education Sciences, U.S. Department of Education.
35
CTE Dual Credit Guidebook
https://files.eric.ed.gov/fulltext/ED566740.pdf; Wyoming Community Colleges. (2018). Manual of procedures for
dual and concurrent enrollment programs. https://communitycolleges.wy.edu/wp-
content/uploads/2018/01/manualofprocedures.pdf
11
Miller, M., Boatwright, J., & Mahoney, K. (2019). Covering the costs of dual credit for students and families.
Office of Superintendent of Public Instruction.
https://www.k12.wa.us/sites/default/files/public/communications/2019-11-Covering-the-Costs-of-Dual-
Credit.pdf
12
Mehl, G., Wyner, J., Barnett, E., Fink, J., & Jenkins, D. (2020, October). The dual enrollment playbook: A guide to
equitable acceleration for students. The Aspen Institute College Excellence Program and Community College
Research Center. https://ccrc.tc.columbia.edu/publications/dual-enrollment-playbook-equitable-
acceleration.html; Miller, M., Boatwright, J., & Mahoney, K. (2019). Covering the costs of dual credit for
students and families. Office of Superintendent of Public Instruction.
https://www.k12.wa.us/sites/default/files/public/communications/2019-11-Covering-the-Costs-of-
Dual-Credit.pdf
13
Zinth, J. (2019). Funding for equity: Designing state dual enrollment funding models to close equity gaps. Zinth
Consulting for the College in High School Alliance; Zinth, J. (2015). State approaches to funding dual enollment.
Education Commission of the States. http://www.ecs.org/clearinghouse/01/18/92/11892.pdf
14
Advance CTE. (2019). Measuring secondary CTE program quality: Postsecondary credit attainment.
https://careertech.org/resource/measuring-program-quality-postsecondary-credit-attainment; Mehl,
G., Wyner, J., Barnett, E., Fink, J., & Jenkins, D. (2020, October). The dual enrollment playbook: A guide to
equitable acceleration for students. The Aspen Institute College Excellence Program and Community College
Research Center. https://ccrc.tc.columbia.edu/publications/dual-enrollment-playbook-equitable-
acceleration.html
15
Lake Washington Institute of Technology. (2019). Pacific NW college credit. Retrieved June 18, 2021, from
https://www.lwtech.edu/academics/high-school/pacific-nw-college-credit
16
Intercollege Relations Commission. (2020).
17
Mehl, G., Wyner, J., Barnett, E., Fink, J., & Jenkins, D. (2020). The dual enrollment playbook: A guide to equitable
acceleration for students. The Aspen Institute College Excellence Program and Community College Research
Center. https://ccrc.tc.columbia.edu/publications/dual-enrollment-playbook-equitable-
acceleration.html; Pompelia, S. (2020). Dual enrollment access: Policy snapshot. Education Commission of the
States; Zinth, J. (2014). Increasing student access and success in dual enrollment programs: 13 Model state-level
policy components. https://files.eric.ed.gov/fulltext/ED561913.pdf; Advance CTE. (2021). Intentional acts of
dual enrollment: State strategies for scaling early postsecondary opportunities in career pathways.
https://careertech.org/resource/dual-enrollment-access-barriers
18
Due to the COVID-19 pandemic, a limited number of student interviews were conducted for the research study.
19
Students who have completed their BA or BS are no longer eligible to receive federal Pell Grants, the
Washington College Grant, or the College Bound Scholarship, even if they had not reached the full-time limits.
College credits earned through dual credit programs may be applied to the BA or BS and thereby shorten the
time it takes to earn the degree.
20
Only course-based dual credit programs (CTE Dual Credit, College in the High School, and Running Start) count
towards the College Bound Scholarship enrollment deadline. AP, IB, and Cambridge International do not meet
the enrollment deadline because their programs do not generate college transcripts.
