College Credit
Maximizing Post-Secondary Education Preparedness
Nine (9) or more hours of college-level credits, in which the student completes coursework progressing towards a college degree.
An MVA is a cornerstone experience that prepares a student for future learning and employment. Dual or College Credit checks off this box by letting students take classes that count for both high school and college credits, giving them a jumpstart on college. Dual Credit programs also save students time and money by earning college credits in high school, potentially reducing the overall cost of college and speeding up degree completion.
The following considerations should be made around Dual or College Credit MVA achievement.
- Opportunities to obtain college credit, including AP, IB, Dual Credit, Early College, Articulated Courses, etc., should be identified based on the student’s career and post-secondary education goals.
- Successfully passing one of the above-stated classes is an MVA. This approach rewards students for engaging in rigorous coursework that will prepare them for higher education.
- Emphasis should be placed on credit attainment toward a degree or meeting the Core 42 or Kansas Core requirements.
Core Elements of College Credit Opportunities
- Earning college credit toward a degree
- Developing college-level skills
- Standing out in college admissions
- Explore interests before committing to a specific major
Equity Considerations for Economic Barriers:
Districts should address economic barriers to accessing dual credit and taking assessments so students earn the asset valued in the post-secondary education market. However, IF economic obstacles can not be overcome, MVA achievement should be considered based on the ‘college experience’—not the college credit.
Suggested considerations to ensure equitable access:
- Fee Waivers or Reduced Costs for low-income students based on eligibility criteria.
- Scholarships and Financial Aid to cover costs for students with demonstrated financial need, funded by the district or external organizations.
- Establish community partnerships to provide funding for dual credit programs, easing financial barriers.
- Offer flexible payment plans for families to pay for dual credit courses over time, making costs more manageable.
- Raise awareness about financial assistance options among students, parents, counselors, and educators, advocating for equitable access to dual credit opportunities for all students.
MVA Definition: Dual/College Credit
Nine (9) or more hours of college-level credits, in which the student completes coursework progressing towards a college degree.
5 Key Components for Internship Planning
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Quality Considerations
One
—Nine (9) or more hours of college-level credit (on- or off-campus).—Progresses to a degree or credential that aligns with the student’s post-high school plans.—If taught in HS, curriculum (syllabus, exams, etc.) and grading are on par with the same course in college.
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Student Support
Two
—The school has an RWL-informed coordinator/liaison or school counselor to refer students to dual credit opportunities.—The school is able to communicate the specific value of the course and how it will apply to post-secondary education goals and meet Core 42 or Kansas Core requirements.
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Making it “Real”
THREE
—By taking dual credit courses, a student feels ready for college and knows whether the rigor of college is right for them.—Course aids in college completion, choice of study, financial savings, etc.
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Student Agency & Voice
FOUR
—Students report increased exposure to career options and pathways as a result of dual credit coursework.—Students would recommend dual credit coursework to other students.—Students can describe their experience and the value of the achievement.
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Assessment & MVA Completion
FIVE
— Students pass dual credit courses and receive high school credit plus college credit.—Students pass dual credit courses and receive a credential plus credit toward a training program.
