Sec. 712. Dual enrollment and early college high school programs
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Title VII ( 20 U.S.C. 1134 et seq. ), as amended by section 711, is further amended by adding at the end the following: The purpose of this section is to help expand access to, and improve the quality of, dual enrollment programs and early college high school programs. In this section: The term applied learning means a strategy that— engages students in opportunities to apply rigorous academic content aligned with postsecondary-level expectations to real world experience, through such means as work experience, work-based learning, problem-based learning, or service-learning; and develops students' cognitive competencies and pertinent employability skills.
The term dual enrollment program means a program of study provided by an institution of higher education through which a student who has not graduated from secondary school with a regular high school diploma is able to earn secondary school credit and transferable postsecondary credit that is accepted as credit towards a postsecondary degree or certificate at no cost to the participant or the participant’s family. A dual enrollment program shall consist of not less than 2 postsecondary credit-bearing courses and support and academic services that help a student persist and complete such courses.
The term early college high school program means a formal partnership between at least 1 local educational agency and at least 1 institution of higher education that allows students to simultaneously complete, as part of an organized course of study, requirements towards earning a regular high school diploma and earning not less than 12 transferable postsecondary credits that are accepted as credit towards a postsecondary degree or certificate at no cost to the participant or the participant's family.
The term eligible entity means a partnership that— shall include— a high-need local educational agency or a high-need high school; and an institution of higher education operating in the same State as the high-need local educational agency or high-need school; and may include— a consortium of entities described in clauses
(i)and
(ii)of subparagraph (A); and a nonprofit or community-based organization with demonstrated expertise in serving low-income students and traditionally underrepresented students. The term foster care youth means— youth whose care and placement is the responsibility of the State or Tribal agency that administers a State plan under part B or E of title IV of the Social Security Act (42 U.S.C. 621 et seq. and 670 et seq.), without regard to whether foster care maintenance payments are made under section 472 of such Act (42 U.S.C. 672) on behalf of the child; and includes individuals whose care and placement was the responsibility of the State or Tribal agency that administers a State plan under part B or E of title IV of the Social Security Act ( 42 U.S.C. 621 et seq. and 670 et seq.) when they were age 13 or older but who are no longer the under the care of the State or Tribal agency. The term high-need local educational agency means a local educational agency— that serves not fewer than 10,000 children from families with incomes below the poverty line; for which not less than 20 percent of the children served by the agency are from families with incomes below the poverty line; or that is in the highest quartile of local educational agencies in the State, based on student poverty. The term high-need high school means a secondary school that serves students not less than 50 percent of whom are either low-income students or traditionally underrepresented students. The term high school graduation rate means the term four-year adjusted cohort graduation rate in section 200.19(b)(1)(i)(A) of title 34, Code of Federal Regulations, as such section was in effect on November 28, 2008, and the extended-year adjusted cohort graduation rate as defined in section 200.19(b)(1)(v)(A) of title 34, Code of Federal Regulations, as such section was in effect on November 28, 2008. The term institution of higher education has the meaning given the term in section 101. The term low-income student means a student who— is eligible for a free or reduced priced lunch under the Richard B. Russell National School Lunch Act; is eligible for, or is a member of a family eligible for, means tested benefits or public assistance at the Federal, State, or local level; or lives in a high-poverty area or attends a secondary school that serves students in a high-poverty area. The term personalized graduation and college plan means a personalized document that is developed in collaboration with a student, the student's family, and school personnel, is updated at least annually, is informed by labor market information, and does the following: Sets postsecondary education and career goals. Develops a course-taking schedule to meet graduation requirements. As appropriate, outlines academic and non-academic supports that are needed to successfully achieve goals and graduate college and career ready. Allows the student and family to track progress toward goals and graduation requirements. The term regular high school diploma means the standard secondary school diploma that is awarded to students in the State and that is fully aligned with the State's academic content standards or a higher diploma and does not include an alternative credential, certificate of attendance, or any alternative award. The term traditionally underrepresented student means a student who— is a low-income student; and is a first generation college student, as defined in section 402A(h); has a dependent; is employed for not less than 25 hours a week; or left secondary school without a regular high school diploma or its equivalent; is or has been a homeless child or youth, as defined in section 725 of the McKinney-Vento Homeless Assistance Act ( 42 U.S.C. 11434a ); is a foster care youth; is an individual with a disability, as defined in section 3 of the Americans with Disabilities Act of 1990 ( 42 U.S.C. 12102 ); is a child with a disability, as defined in section 602 of the Individuals with Disabilities Education Act; or has been adjudicated in the juvenile or criminal justice system. The Secretary shall make grants, from allotments determined under paragraph (3), to States to enable the States to award subgrants to eligible entities to support dual enrollment programs and early college high school programs. The Secretary shall reserve not more than 5 percent of the total amount appropriated to carry out this section for each fiscal year to provide technical assistance to States and eligible entities awarded grants and subgrants under this section and to evaluate the grant program established under this section. The Secretary shall reserve 1 percent of the total amount appropriated to carry out this section for each fiscal year for the Secretary of the Interior for programs under this section in schools operated or funded by the Bureau of Indian Education and for outlying areas (as defined under the Elementary and Secondary Education Act of 1965). Funds allotted for the Commonwealth of Puerto Rico shall not exceed 0.5 percent of the total amount available to States to carry out this section. From the total amount appropriated to carry out this section for a fiscal year and not reserved under paragraph
(2)and except as provided in paragraph (4), the Secretary shall allot to each State the sum of— an amount that bears the same relationship to 65 percent of such total amount minus the reserved amount as the number of low-income students in grades 9 through 12 in the State, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of such students in all States, as so determined; and an amount that bears the same relationship to 35 percent of such total amount minus the reserved amount as the number of students in grades 9 through 12 in the State, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of such students in all States, as so determined. The allotment for each State under paragraph
(3)for a fiscal year shall be an amount that is not less than 0.5 percent of the total amount available to States for such fiscal year to carry out this section. A subgrant awarded under this section shall be for a 5-year period. A State that desires to receive a grant under this section shall submit an application to the Secretary at such time, in such manner, and accompanied by such information as the Secretary may require. Each application submitted under paragraph
(1)shall include the following: A description of a comprehensive statewide plan for improving access to dual enrollment programs and early college high school programs, improving the completion rates and quality of such programs, and the level of postsecondary credit earned by participants in such programs among low-income students and traditionally underrepresented students. A coherent strategy for using grant funds provided under this section with other Federal, State, and local funds to— increase access to dual enrollment programs and early college high school programs among low-income students and traditionally underrepresented students; increase completion rates of dual enrollment programs and early college high school programs among low-income students and traditionally underrepresented students; implement appropriate secondary and postsecondary supports for low-income students and traditionally underrepresented students; and continuously improve the quality of such programs. Evidence of collaboration among the State, the State educational agency, local educational agencies in the State, teachers, institutions of higher education in the State, workforce development partners, and other stakeholders in developing and implementing the plan under subparagraph (A). How the State and eligible entities receiving subgrants under this section will recruit low-income students and traditionally underrepresented students to participate in dual enrollment programs and early college high school programs funded under the grant. An assurance that the State and eligible entities receiving subgrants under this section will track and report the performance measures described in subsection (g). Documentation of the record of the State, or eligible entity, as applicable, in areas to be measured by the performance measures under subsection (g). An assurance that the State has taken and will take steps to eliminate statutory, regulatory, procedural, or other barriers to facilitate the full implementation of the State’s plan under subparagraph (A). A description of how the State and eligible entities receiving subgrants under this section will sustain the activities proposed after the grant period ends. An assurance that the State will require each eligible entity, on behalf of a dual enrollment program or early college high school program that receives funds under a grant awarded under this section, to enter into an articulation agreement with other public institutions of higher education that are located in the State in which an institution of higher education that is part of an eligible entity is located. Such articulation agreements shall be developed in consultation with educators at institutions of higher education and secondary schools. Such articulation agreement shall guarantee— that students who earn postsecondary credit as part of a dual enrollment program or early college high school program will be able to transfer those credits to— any public institution of higher education in the State, and that such credits will count toward meeting specific degree or certificate requirements; and any private nonprofit institution of higher education that chooses to participate in an articulation agreement; that common course numbering is used to identify substantially similar courses; that credits are recognized throughout the system of higher education in the State and count as credits earned for both a regular high school diploma and credit for a degree or certificate program at a public institution of higher education in the State and at any private nonprofit institution of higher education that chooses to participate; and that if a student earns an associate’s degree as part of a dual enrollment program or early college program, that associate's degree, awarded by the participating institution of higher education in the State, shall be fully acceptable in transfer and credited as the first 2 years of a related baccalaureate program at a public institution of higher education in such State. An assurance that the State will require all public institutions of higher education in the State to establish credit transfer policies and articulation agreements with each other so that students can seamlessly transfer among such institutions of higher education and private nonprofit institutions of higher education if such private nonprofit institutions of higher education choose to participate. A formal commitment from the institutions of higher education participating in the program that students will not be required to pay tuition and fees, room and board, or fees for books and materials for any courses in dual enrollment programs or early college high school programs. A plan to address the unique circumstances facing rural students and students with transportation barriers who wish to participate in dual enrollment programs and early college high school programs, including difficulties in providing such students with the opportunity to participate at campuses of institutions of higher education. An assurance that the State will develop a plan to increase enrollment in, persistence through, and completion of postsecondary education among low-income students and traditionally underrepresented students throughout the State through the use of dual enrollment programs and early college high school programs. An assurance that the State has enacted funding models that ensure that local educational agencies and institutions of higher education that participate in dual enrollment programs and early college high school programs do not lose per-pupil or full-time equivalent funding for participating students. An eligible entity that desires to receive a subgrant under this section shall submit to a State an application at such time, in such manner, and accompanied by such information as the State may require, including, at a minimum— a coherent strategy for using subgrant funds provided under this section with other Federal, State, and local funds to— increase access to dual enrollment programs and early college high school programs among low-income students and traditionally underrepresented students; increase completion rates of dual enrollment programs and early college high school programs among low-income students and traditionally underrepresented students; and continuously improve the quality of such programs; a description of how the eligible entity will conduct an outreach strategy to ensure that secondary school students, their families, young people who have dropped out of school, low-income students, traditionally underrepresented students, and community members are aware of early college high school programs and dual enrollment programs, which shall include information on— deadlines for enrolling in the early college high school program or dual enrollment program for the following school year; the courses that will be available to students; the secondary school and postsecondary credit or credentials that can be earned from available courses; as appropriate, the similarities and differences between early college high school programs and dual enrollment programs; after the first year of implementation, achievement outcomes (such as number of course credits earned) of students participating in the early college high school program or dual enrollment program; and as soon as practicable as determined by the Secretary, outcomes on the performance measures described under subsection
(g)of students participating in the early college high school program or dual enrollment program; a description of the ongoing feedback process between the participating institutions of higher education and the participating local educational agencies, including— the provision of academic outcome data, including the disaggregation of such data by student subgroups described in section 1111(b)(2)(C)(v)(II) of the Elementary and Secondary Education Act of 1965, from the institution to the local educational agency, on the remediation needs of incoming students; and a description of how that information is used by the local educational agency to strengthen instruction and reduce the need for postsecondary remediation; an assurance that instructors teaching postsecondary courses in dual enrollment programs and early college high school programs meet the same standards for faculty established at the participating institutions of higher education; a description of the academic and social support services that will be provided to participating students, including academic counseling and guidance on the financial aid process; an assurance that the eligible entity will establish polices that— maximize, to the extent practicable and taking into account the geography of the region, the number of dual enrollment program and early college high school program students on the campuses of institutions of higher education and in classrooms with postsecondary students, and dual enrollment program and early college high school program courses taught by professors of the institutions of higher education; and in any case where providing courses of the dual enrollment program or early college high school program on a campus of an institution of higher education is not practicable, ensure that each course of the dual enrollment program or early college high school program that is taught in secondary schools is— developed in collaboration with an institution of higher education; fully comparable with the courses offered on the campus of the institution of higher education; augmented with campus experiences when reasonably achievable; and taught by a faculty member from the partner institution of higher education, where practicable, or, if not practicable, by an instructor who is selected, supervised, and evaluated by the institution of higher education; and an assurance that the eligible entity will provide access to a dual enrollment program or early college high school program to all students, including low-income students and traditionally underrepresented students in the area or school. The State may reserve not more than 5 percent of the total amount allotted to carry out this section for each fiscal year to carry out the requirements of clauses
(ii)through
(vi)of subparagraph (B). The remaining amount shall be used to award subgrants to eligible entities in the State. A State that receives a grant under this section shall carry out the following: Award subgrants to eligible entities to enable the entities to support dual enrollment programs and early college high school programs. Design and implement a statewide strategy for dual enrollment programs and early college high school programs for low-income students and traditionally underrepresented students in higher education to ensure such programs are offered free of charge to students. Establish articulation agreements and credit transfer policies. Develop common college success courses for low-income students and traditionally underrepresented students enrolled in dual enrollment programs and early college high school programs. Collect data for program improvement and reporting of performance measures as described in subsection (g). Provide technical assistance to dual enrollment programs and early college high school programs, which may include providing such assistance through a nonprofit organization with expertise in such programs. An eligible entity that receives a subgrant under this section shall carry out the following: Support dual enrollment programs and early college high school programs in the schools served by the high-need local educational agency. Develop a personalized graduation and college plan for each student participating in a dual enrollment program or early college high school program funded by the subgrant. Enter into the articulation agreement described in subsection (d)(2)(I). Carry out outreach programs to elementary school students, secondary school students, low-income students, traditionally underrepresented students, youth who have dropped out of school, and their parents and families to ensure awareness of dual enrollment programs and early college high school programs and the ability to earn college credit while in secondary school and to reengage dropouts in school. Such programs may be carried out in partnership with a nonprofit or community-based organization. Provide academic and social support services to students, including counseling activities, tutoring, and postsecondary education readiness activities such as assistance with the Federal financial aid application process. Collect data for program improvement and reporting of performance measures as described in subsection (g). Implement applied learning opportunities. Develop coordinated activities between institutions of higher education and local educational agencies, including academic calendars, provision of student services, and curriculum development. Pay for tuition and fees, transportation, and fees for books and materials. Provide students with information about how the credits they earn through participating in dual enrollment programs and early college high school programs will be transferred to an institution of higher education. A State that receives a grant under this section or an eligible entity that receives a subgrant under this section may provide— professional development, including joint professional development, for secondary and postsecondary instructors of courses in a dual enrollment program or early college high school program; or extended learning time opportunities for students participating in dual enrollment programs and early college high school programs. In awarding subgrants under this subsection, a State— shall— give priority to eligible entities that include a high-need local educational agency that serves students not less than 60 percent of whom are low-income students or traditionally underrepresented students; or give priority to eligible entities that include a high-need high school that demonstrates sufficient support and academic services in place to help participating students persist and complete a dual enrollment program or early college high school program; and may give a priority to eligible entities that— develop innovative strategies for expanding access to dual enrollment programs and early college high school programs for low-income students and traditionally underrepresented students, and increasing the number of those students that complete such programs; and demonstrate how the entity will sustain funding for dual enrollment programs or early college high school programs after the grant period ends. A State receiving a grant under this section shall provide, from non-Federal sources, in cash or in-kind, an amount equal to 50 percent of the grant funds awarded under this section. A State receiving a grant under this section shall require each eligible entity that receives a subgrant under this section to provide, from non-Federal sources, in cash or in-kind, an amount equal to not less than 25 percent of the amount of subgrant funds awarded to that eligible entity. The Secretary shall, prior to awarding grants under this section, establish performance measures for the programs and activities carried out under grants and subgrants awarded under this section. The Secretary shall ensure that the performance measures are made available to potential applicants prior to seeking applications for grants under this section. The performance measures established under paragraph (1), at a minimum, shall collect data on the progress of grantees and subgrantees in improving the outcomes described in paragraph
(3)for all students participating in dual enrollment programs or early college high school programs funded with a grant or subgrant under this section. This data shall be disaggregated according to the categories described in section 1111(b)(2)(C)(v)(II) of the Elementary and Secondary Education Act of 1965. The performance measures shall measure the progress of grantees and subgrantees in achieving the following outcomes: Increasing high school graduation rates. Increasing dropout recovery (re-entry) rates. Decreasing the percentage of students with less than a 90 percent attendance rate. Increasing the percentage of students who have on-time credit accumulation at the end of each grade. Increasing annual, average attendance rates. Reducing the need for remediation in postsecondary education. Increasing enrollment rates at institutions of higher education. Increasing postsecondary education persistence and completion rates. Increasing the rate at which students complete postsecondary education. Measured increases in enrollment in dual enrollment programs and early college high school programs. Increasing the percentage of students who successfully complete and earn a minimum of 12 credits for rigorous postsecondary education courses while attending a secondary school. Increasing the percentage of students who earn postsecondary credit and successfully have such credit accepted by an institution of higher education toward a degree or certificate. Each State that receives a grant under this section shall submit to the Secretary, at such time and in such manner as the Secretary may require, an annual report that includes— information about the State's progress on the performance measures established under subsection
(g)and the data supporting that progress; and information submitted to the State from the eligible entities, as described in paragraph (2). Each eligible entity that receives a subgrant under this section shall submit to the State, at such time and in such manner as the State may require, an annual report that includes information about the entity's progress on the performance measures established under subsection
(g)and the data supporting that progress, at such time and in such manner as the State may require. The Secretary shall— acting through the Director of the Institute of Education Sciences, evaluate the implementation and impact of activities supported under this section; and disseminate research on best practices. A State or eligible entity shall use Federal funds received under this section only to supplement the funds that would, in the absence of such Federal funds, be made available from non-Federal sources for activities described in this section, and not to supplant such funds. There are authorized to be appropriated to carry out this section such sums as may be necessary for each of fiscal years 2015 through 2019. .
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Sec. 712
Dual enrollment and early college high school programs
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