Dual Enrollment, Articulation and Transfer

Resources on topics such as dual and concurrent enrollment, articulation and transfer, credit and non-credit course transfer and early college high schools

  • Guide/Tool
July 2022

This tool, developed by workgroup members representing various state agencies, advances that any policy — be it regulatory, legislative or programmatic — related to the effective development and implementation of CPL should include and/or address five core elements.

  • Research/ Report
March 2022

This 50-state report reveals key findings on how EPSOs serve CTE learners and provides recommendations for state leaders to leverage state infrastructure and collaboration to advance equity in these experiences.

  • Research/ Report
December 2021

As state and federal policymakers consider policy changes CTE to strengthen college and career pathways for today’s youth, it is critical that these policy actions are grounded in a commitment to c

  • Research/ Report
November 2021

This resource from the College in High School Alliance builds upon its state policy roadmap to illustrate how state leaders can expand access to college in high school programs for learners with disabilities.

  • Policy
October 2021

Dual enrollment provides opportunities for high school students to take college courses and earn college credit.

  • Research/ Report
May 2021

This advance CTE policy brief offers strategies and best practices for designing strong statewide policies that remove barriers for participation in early postsecondary education opportunities in postsecondary credential and degree programs.

  • Research/ Report
December 2020

This report from the Western Interstate Commission for Higher Education (WICHE) features original research focused on policy and practice issues related to the recognition of prior learning.

  • Guide/Tool
December 2020

This toolkit features multiple examples of exemplary postsecondary credit transfer and learning recognition policy and is intended to be used by state leaders to examine their current environment for consistent ways to recognize, reward and transfer learning.