Introduction

Dual credit refers to a system in which high school students can earn both high school and college credits for taking college-level courses while still in high school. This means that students can earn credit towards their high school diploma and earn college credit simultaneously, thus “dual” credit.

It can offer greater opportunity for equitable access to early college credit, a key priority for NYC.

Dual credit programs can help address educational inequities by providing access to rigorous coursework and college-level experiences for traditionally underserved student populations, including economically disadvantaged, historically-excluded, and first-generation college students. When dual credit courses are offered during the school day, students—especially those who face barriers (e.g. work, family obligations) outside of the school day—are more likely able to participate. Research has shown that participation in dual credit programs can lead to increased college enrollment, retention, and graduation rates for these student populations.

Dual enrollment, on the other hand, is a broader term that refers to any system in which high school students take college-level courses while still in high school. This includes both dual credit programs, in which students earn both high school and college credit, as well as other programs in which students may only earn college credit, such as concurrent enrollment programs or early college programs.

When it comes to dual credit programs, one size does not fit all and different schools need different models. For instance:

  • Though offering courses on the high school campus during the school day is the best approach for equitable access, In some instances, it’s valuable to offer college courses on college campuses, including to ensure students have the opportunity to experience the college campus.
  • Think carefully about course offerings and course sequencing so that students are ready for college coursework; for some students structured pathways are the best way to approach college courses, particularly if they are participating in pathways aligned to potential major of interest.
  • For financial sustainability, it is important that students take courses they will be able to use across majors.

Dual credit programs have been growing in popularity across the United States, providing students with valuable academic and personal development experiences. This playbook aims to provide a comprehensive resource for New York City Public School leaders and higher education partner campus leaders, reinforcing the importance of dual credit opportunities and how they can be effectively and equitably integrated into the educational system. Inherent in this playbook is an acknowledgement that schools may need to customize their dual credit programming to best support their students.

Dual credit programs provide numerous benefits for students and their families, and can also help address educational inequities by providing access to rigorous, college-level coursework for traditionally underserved student populations.

Academic acceleration allows students to complete college requirements more quickly, potentially reducing the time and cost needed to earn a degree. Dual credit programs also promote personal development by exposing students to the rigors and expectations of college-level work, fostering skills such as critical thinking, time management, and self-advocacy. Students can gain college readiness skills through dual credit and dual enrollment; in these courses, students navigate college coursework and academic expectations, which can help students feel more confident and prepared when transitioning to a postsecondary institution.

Career preparation is another benefit of dual credit programs, particularly for students enrolled in college-level career-connected courses and programs such as FutureReadyNYC. These programs allow students to explore potential career paths, gain industry-specific skills, and earn industry-recognized credentials, better preparing them for the workforce.

Best Practices for Schools

  • Partner with local colleges and universities

    Collaborating with colleges and universities can help to ensure that dual credit courses align with college-level curriculum and meet accreditation standards; NYC PS schools are encouraged to work with their CUNY College Now Partners to understand options for dual credit and for offering courses at their high school to increase equitable access.

  • Provide academic and social support

    Offering tutoring, academic advising, and mentorship programs can help students succeed in dual credit courses and prepare them for the transition to college.

  • Work with campuses to support teachers in becoming adjuncts

    NYC PS school leaders can work with CUNY campuses, and other college partners, to support their teachers in becoming approved adjunct faculty, which may make scheduling of dual credit easier.

  • Ensure course rigor and quality

    Dual credit courses must ensure fidelity to the course approved by the higher education partner by meeting the same academic standards and rigor as traditional college courses and can only be taught by instructors with appropriate qualifications and experience. Schools must also document alignment to commencement-level learning standards in order to award high school credit; the school principal should determine if the college course may be dual credited as a high school course. 

  • Ensure equitable access

    NYC PS schools should work to remove barriers to access for students, such as reflecting on required prerequisites alongside higher education partners or considering flexible scheduling options, and exploring eligibility for accommodations, as needed, for students with disabilities (as documented in an Individualized Education Program or 504 Plan).

  • Communicate clearly with students and families

    Providing clear information, translated into home languages, about the dual credit program, course expectations, and the college credit transfer process can help students and families make informed decisions about participation.

  • Monitor student progress and outcomes

    Tracking student progress and outcomes can help schools identify areas for improvement and ensure that dual credit courses are effective in preparing students for college-level work.

  • Ensure equity and fairness in course placement

    Dual credit courses should be offered to all students as appropriate, and students should be placed in dual credit courses based on readiness and potential. 

Best Practices for Campuses

  • Ensure course rigor and quality

    Dual credit courses must ensure fidelity to the course approved by the higher education partner by meeting the same academic standards and rigor as traditional college courses and the course can only be taught by instructors with appropriate qualifications and experience.

  • Provide adequate training for instructors

    Instructors teaching dual credit courses should receive adequate training and support to ensure they have the necessary skills and knowledge to effectively teach at the college level. Higher education institutions should consider how they can support qualified high school faculty in becoming adjuncts.

  • Communicate clear expectations to students and families

    Providing clear information about the dual enrollment program, course expectations, and the college credit transfer process can help students and families make informed decisions about participation.

  • Provide support services for dual creditstudents

    Colleges and universities often offer academic and social support services to dual credit students, including tutoring, academic advising, mentorship programs, and accessibility support/accommodations for students with disabilities, where appropriate. Colleges should inventory and share with high school students the menu of supports and services they can access. And, high school students and parents should inquire with the higher education partner as to what kind of disability support or accommodations may be available for dual credit courses offered at campuses. Finally, jointly school leadership and their college partners need to detail what supports are offered when the class takes place in the high school versus when it happens on campus. 

  • Ensure equitable access

    Colleges and universities should work with high schools to identify and remove actual and perceived barriers to access for students.

  • Monitor student progress and outcomes

    Tracking student progress and outcomes can help colleges and universities identify areas for improvement and ensure that dual credit courses are effective in preparing students for college-level work.

  • Develop policies that promote equity and fairness

    Policies related to course placement and academic credit transfer should be designed to promote equity and fairness for all students.

Myths about Dual Credit

There are several myths about dual credit that can prevent students from taking advantage of these opportunities. Common myths include:

MYTH TRUTH
Dual credit courses are not as rigorous as regular college courses Dual credit courses are designed to be equivalent in rigor to regular college courses. Dual credit courses are taught by only approved college faculty, and students are held to the same academic standards as college students.
Dual credit courses are only for top-performing students While traditionally high-achieving students can benefit from dual credit courses, these opportunities are available to all students who meet the eligibility requirements. Dual credit courses can be a great option for all students who want to challenge themselves academically, explore new subjects, or get a head start on their college education.
Dual credit courses are not recognized by colleges and universities Dual credit courses are widely recognized by colleges and universities, and can often be transferred to other institutions. CUNY & SUNY campuses generally recognize dual credit coursework gained through College Now. However, it is important for students to research transfer policies and ensure that they are taking courses that will transfer to their desired colleges or universities, and how they will be applied to the degree they hope to pursue.
Dual credit courses are only offered in academic subjects While many dual credit courses are academic in nature, there are also opportunities to earn college credit in career and technical education courses, such as nursing or automotive technology. Dual credit courses can be a great way for students to explore career pathways and gain hands-on experience in their chosen fields.
Dual credit courses are not available to students with disabilities or students who are English Language Learners. Dual credit courses are available to all students who meet eligibility requirements, including students with IEPs or 504 Plans and students who are English Language Learners.

HOW TO BEST ENGAGE PARENTS

Engaging students is an important part of ensuring students have equitable access to dual credit; when engaging parents school and campus leaders should consider:

  • Providing clear, concise, and translated information about the benefits of dual credit programs to parents, emphasizing how participation has the potential to save both time and money for their children’s future college education.
  • Organizing informational sessions or workshops specifically tailored for parents, where they can learn about the requirements, expectations, and potential challenges of dual credit programs. Ensure that translation services are available for parents.
  • Fostering open lines of communication by establishing regular meetings with parents and/or identifying the primary staff member to contact, should parents have concerns, questions, or suggestions regarding their children’s participation in dual credit programs.
  • Ensuring school and campus leaders collaborate to offer joint parent-student orientation sessions, allowing parents to become acquainted with the college environment, faculty, and support services available to their children during the dual credit program.
  • Encouraging parents to actively participate in their children’s educational journey by offering resources and tips on how they can support their children’s success in dual credit courses, such as creating a conducive study environment at home, promoting effective time management skills, and providing emotional support.

A Student’s Journey

ELEMENTARY SCHOOL Students begin to explore college and career options through career days, guest speakers, and field trips. They will start building a strong foundation in core subjects such as math, science, and English.
MIDDLE SCHOOL Students continue to explore college and career options through career exploration classes, career fairs, college and campus visits, and academic counseling. They may also start taking advanced courses in core subjects to prepare for high school coursework, including taking Algebra 1 in 8th grade.
HIGH SCHOOL During the freshman and sophomore year, students begin taking advanced courses to prepare for dual credit courses in the future. They are introduced to and informed about dual credit program options, and are given the opportunity to take a dual credit class such as freshman seminar.
In junior year, students can begin taking dual credit courses offered by partnering colleges and universities. They will also work with their high school counselors to develop a plan for completing all necessary high school requirements and earning college credit.
During senior year, students continue taking dual credit courses and finalize plans for college or other post-secondary options, including understanding credit transfers. They may graduate having achieved credit for multiple college courses.
COLLEGE After graduating from high school, students continue their academic journey at a college or university, with the dual credit courses they took in high school providing a head start on their college education.

Accessing College Now

Supported by funding from the New York State Education Department, New York City Public Schools, and CUNY, College Now supports dual enrollment and dual credit programming opportunities in New York City. For NYC public schools CUNY’s College Now program is the largest dual enrollment program in New York City, and schools and students incur no additional cost for participating.

For high schools wanting to partner with CUNY’s College Now program, please complete this application.