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Dual Credit
Frequently Asked Questions
In which category does your question exist? Select the category section title in the chart below for a
bookmarked set of Q & As or select a specific question for a quick response.
(A) Dual Credit Overview
(F) Award of College Credit
(K) FERPA
(B) Student Requirements
(G) Attendance Accounting
(L) Financial Aid
(C) Teacher Requirements
(H) State Funding
(M) UIL Implications
(D) Course Requirements
(I) PEIMS Coding
Contact Information
(E) Credits and Grades
(J) Texas Virtual School Network
Internet Resources
Questions to Bookmarked Responses For
Section A
Dual Credit Overview
A.1) What is dual credit?
A.2) What are the different types of dual credit courses a student can take?
A.3) How will a student benefit from participating in a dual credit program?
A.4) Are districts required to offer dual credit to students?
A.5) How does a school establish a dual credit program?
A.6) Can a school district enter into a dual credit partnership with any institution of higher education?
A.7) Can a district limit the number of dual credit courses in which a student may enroll?
A.8) Must every individual student expectation in the Texas Essential Knowledge and Skills (TEKS) be
specifically taught in a college course for dual credit?
A.9) How can a student be assured that his/her dual credit class will be rigorous?
A.10) What are the requirements for a dual credit partnership agreement?
A.11) What are the differences between dual credit, Advanced Placement® and dual enrollment?
A.12) What is the Texas OnRamps Dual Enrollment program?
Section B
Student Requirements
B.1) Who is eligible to enroll in dual credit courses?
B.2) Must dual credit students show proof of bacterial meningitis shot?
B.3) Are students covered under the special education umbrella eligible to take dual credit courses?
B.4) When enrolled in a dual credit course, should the Individuals with Disabilities Education Act (IDEA) or
the Americans with Disabilities Act (ADA) be considered when serving students with disabilities?
B.5) If a student has a diagnosed disability and is enrolled in dual credit courses at a college, how does the
student find out if he/she is eligible for services through the institution of higher education’s Disability
Services Office?
B.6) What are the requirements to enroll in dual credit courses?
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Section C
Teacher Requirements
C.1) Who teaches a college course for dual credit?
C.2) What certifications must a teacher have to teach dual credit?
C.3) Are college faculty who teach courses for dual credit subject to fingerprinting requirements under Texas
Education Code §22.0834, Criminal History Record Information Review of Certain Contract Employees?
Section D
Course Requirements
D.1) Can high school credit be awarded for any college course?
D.2) What courses are available to take for dual credit?
D.3) Who is responsible for the content of a course offered for dual credit?
D.4) What is a course equivalency crosswalk (also referred to as an articulation chart)?
D.5) Where are courses for dual credit taught?
D.6) Can one‐semester college courses be offered over two semesters to accommodate the high school
schedule?
D.7) How many college courses for dual credit may a student take?
Section E
Credits and Grades
E.1) Who is responsible for determining what credit(s) are earned by the student?
E.2) Who awards grades in courses for dual credit?
E.3) Are grades in courses for dual credit weighted when calculating the student’s high school grade point
average (GPA)?
E.4) Will the grades a student receives in a dual credit course appear on the high school transcript?
E.5) What happens if a student earns a F in a dual credit class?
E.6) How many grades are issued in a dual credit course?
E.7) Will students in courses for dual credit be required to take the end‐of‐course (EOC) assessments?
Section F
Award of College Credit
F.1) When does a college transcript the credits earned by a student?
F.2) How do different types of dual credit transfer?
F.3) How can students ensure the transferability of courses for dual credit?
F.4) Can developmental courses at an institution of higher education (IHE) provide dual credit?
F.5) What is the six‐drop rule, and does it affect dual credit students?
F.6) Are dual credit students affected by the Excess Hours Law, which makes college students subject to out‐
of‐state tuition rates if they exceed 30 semester credit hours over their baccalaureate degree plan?
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Section G
Attendance Accounting
G.1) Does time students spend in a dual credit college course count toward a district’s average daily
attendance (ADA) even if the course meets on the college campus?
G.2) If a student is attending a course for dual credit at an institution of higher education (IHE) with a
calendar of less than 75,600 minutes, is the student considered in attendance at his/her high school?
G.3) Where can I find more information about attendance calculations in Career and Technical Education
(CTE) courses for dual credit?
Section H
State Funding
H.1) Who pays the cost of dual credit courses?
H.2) Who pays for textbooks?
H.3) Do public school districts and charters receive state funding through the Foundation School Program
(FSP) for dual credit programs?
H.4) Can weighted Career and Technical Education (CTE) funding be earned for dual credit opportunities?
H.5) How do the payments for tuition, fees, and textbooks at an Early College High School (ECHS) differ from
a regular high school offering dual credit?
Section I
PEIMS Coding
I.1) How are courses for dual credits coded for the Public Education Information Management System
(PEIMS)?
Section J
Texas Virtual School Network (TXVSN)
J.1) Must students taking courses for dual credit through the TXVSN meet the same course eligibility
requirements as students taking face‐to‐face courses?
J.2) If a student is taking two face‐to‐face courses for dual credit in one semester, may the student take
additional online courses for dual credit from TXVSN at the same time?
J.3) Can freshmen or sophomores take courses for dual credit though the TXVSN?
J.4) Are the Texas Essential Knowledge and Skills (TEKS) covered in the courses for dual credit in the TXVSN
catalogue?
J.5) Are the courses for dual credit in the TXVSN catalog aligned to the current International Association for
K‐12 Online Learning National Standards for Quality Online Courses (iNACOL)?
J.6) Must a district transcript a course for dual credit if it is completed via distance learning?
J.7) What is the cost of a dual credit course offered through the TXVSN?
J.8) How do students enroll in a dual credit course offered through the TXVSN?
J.9) Must a district or open enrollment charter school have an agreement with the TXVSN dual credit
provider selected or is that covered in the agreement with the TXVSN?
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Section K
Family Educational Rights and Privacy Act (FERPA)
K.1) What is Family Educational Rights and Privacy Act (FERPA) and why can’t I see my dual credit student’s
grades?
Section L
Financial Aid
L.1) Is there financial aid available for dual credit students?
L.2) Will a dual credit student’s grade(s) or withdrawal from a dual credit class have an impact on his/her
ability to obtain financial aid in the future?
L.3) Is there a time limit for receiving financial aid?
Section M
Interscholastic League (UIL) Implications
M.1) How will a student’s participation in dual credit impact his/her athletic eligibility?
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Section A: Dual Credit Overview
A.1) What is dual credit?
Dual credit is a system in which an eligible
high school student successfully completes a college course(s) that
is paired to a high school course required for graduation and receives credit for the course on both the college
and the high school transcripts (
TEC §28.009).
A.2) What are the different types of dual credit courses a student can take?
Types of Dual Credit Courses
Core Academic Courses
Core academic courses are general education courses required for any student
who plans to pursue a traditional associate or baccalaureate degree in Texas.
Dual Credit core academic credits earned at public institutions of higher
education are transferable to Texas public colleges and universities and may be
applicable to a student’s Associate of Arts (AA) or Associate of Science (AS), and
baccalaureate degrees. See the
Texas General Education Core Curriculum
WebCenter for more information.
Career & Technical
Education Courses
Career and technical education courses award credit that applies toward a
certificate and/or Associate of Applied Science (AAS) degree program and are
intended to prepare students for immediate employment in a specific
occupation. Students who successfully complete these courses will graduate
high school with career and technical knowledge and skills and potentially an
industry certification approving them for employment in their career of choice.
In limited circumstances, some of these courses will also transfer toward four‐
year degrees. These courses must meet TSI requirements unless the courses
lead to a Level 1 certificate.
Foreign Language
Foreign language course credits earned at public institutions of higher education
are transferable to Texas public colleges and universities and may be applicable
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to a student’s Associate of Arts (AA) or Associate of Science (AS), and
baccalaureate degrees.
A.3) How will a student benefit from participating in a dual credit program?
• Students will receive college credit and high school credit simultaneously.
• Students can graduate from high school with transferable college credits.
• Students can fast‐track their undergraduate or workforce degrees.
• Student may save on tuition and fees by reducing the time to complete a degree.
• Students will have access to a full range of college student support services while in high school to aid
them in a smooth transition to college after graduation.
A.4) Are districts required to offer dual credit to students?
No, Texas Education Code (TEC) §28.009
requires the following:
• Each school district shall implement a program under which students may earn the equivalent of at
least 12 semester credit hours of college credit in high school.
• Each school district shall annually report to the agency:
(1) the number of district students, including career and technical students, who have participated in
the program and earned college credit; and
(2) the cumulative number of courses in which participating district students have enrolled and
college credit hours the students have earned.
The opportunity for students to earn at least 12 college credit hours can be met through one or a combination
of the following programs: dual credit, Advanced Placement®, International Baccalaureate, articulated credit,
and advanced technical credit courses.
A.5) How does a school establish a dual credit program?
A clearly defined partnership agreement between the high school district and the institution of higher
education (IHE) is necessary to implement a dual credit program. A written agreement (often referred to as an
interlocal agreement, an institutional agreement, or a memorandum of understanding) must be drawn up. The
written agreement must define the nature of this collaboration (TEC §28.009). Please see Question A.10
for
more information on the written agreement requirements.
A.6) Can a school district enter into a dual credit partnership with any institution of higher education?
It depends on the institution’s accrediting; TAC 74.25
states that a school district may adopt a policy that
allows a student to be awarded credit toward high school graduation for completing a course provided by an
institution of higher education that is accredited by one of the following regional accrediting associations:
(1) Southern Association of Colleges and Schools;
(2) Middle States Association of Colleges and Schools;
(3) New England Associating of Schools and Colleges;
(4) North Central Association of Colleges and Schools;
(5) Western Association of Schools and Colleges; or
(6) Northwest Association of Schools and Colleges.
A.7) Can a district limit the number of dual credit courses in which a student may enroll?
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No, House Bill (HB) 505
prohibits limiting the number of dual credit courses or hours in which a student may
enroll while in high school and the number of dual credit courses in which a high school student may enroll
during a single semester or academic year (
TEC §28.009).
A.8) Must every individual student expectation in the Texas Essential Knowledge and Skills (TEKS) be
specifically taught in a college course for dual credit?
No, the student expectations in the TEKS describe a level of knowledge and skill that is expected of a student
upon completion of that high school course. The course for which college credit is awarded must provide
advanced academic instruction beyond, or in greater depth than, the essential knowledge and skills for the
equivalent high school course (TEC 74.25 (b)
).
A.9) How can a student be assured that his/her dual credit class will be rigorous?
The college is required by law to ensure a dual credit course and the corresponding course offered at the main
campus of the college are equivalent with respect to the curriculum, materials, instruction, and method/rigor
of student evaluation. These standards must be upheld regardless of the student composition of the class
(TAC §4.85 (e), (f), (g)
).
A.10) What are the requirements for a dual credit partnership agreement?
Texas Administrative Code rules §4.84 and §9.144
, require that any dual credit partnership between a
secondary school and a public college include a written agreement approved by the governing boards or
designated authorities of both institutions which must be posted each year to their respective websites. All
dual credit agreements must address the following elements:
(1) Eligible Courses
(2) Student Eligibility
(3) Location of Class
(4) Student Composition of Class
(5) Faculty Selection, Supervision, and Evaluation
(6) Course Curriculum, Instruction, and Grading
(7) Academic Policies and Student Support Services
(8) Transcripting of Credit
(9) Funding
(10) Defined sequences of courses, where applicable
Additions resulting from the 2019 86
th
legislative session:
• Establish common advising strategies and terminology;
• Provide for the alignment of endorsements described by §28.025(c‐1);
• Identify tools to assist school counselors, students, and families in selecting endorsements;
• Use free or low‐cost open educational resources when possible.
For more information, see House Bill 1638 Statewide Dual Credit Goals and TEC §28.009
.
A.11) What are the differences between dual credit, Advanced Placement® and dual enrollment?
Program Differences Defined
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Advanced
Placement
(AP)
Allows high school students to participate in an AP course and earn college credit with
successful performance on the course AP exam. Postsecondary institutions accept AP
exam scores as college credit if the student meets the exam score requirements
established by the institution. At a Texas college or university, an AP exam score of 3 will
be awarded credit. The amount of credit and the course for which credit is awarded is
determined by the college or university and can be found on their websites.
Dual Credit
Allows high school students to participate in a college course to earn college credit with
high school credit earned simultaneously.
Dual
Enrollment
Allows high school students to take a high school course and a college course to earn both
high school credit and college credit for the course. High school credit is awarded for the
successful completion of the high school portion, demonstrating mastery of the TEKS.
University credit is awarded if student passes the college portion of the course. A student
may decline the college grade if the student considers his/her performance to be
unsatisfactory.
A.12) What is Texas OnRamps Dual Enrollment program?
Distinctly different from dual credit, the OnRamps student receives instruction in two separate courses from
two separate instructors—a high school teacher and a university faculty member. The student receives a high
school grade and a college grade, as well as ongoing feedback and support throughout the course. Students
must meet prerequisites for the college course; however, a TSIA qualifying score is not required for
participation in OnRamps. OnRamps is an example of a dual enrollment program. For more information
visit: https://onramps.utexas.edu/
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Section B: Student Requirements
B.1) Who is eligible to enroll in dual credit courses?
High school students in the ninth through twelfth grades who meet TSI (Texas Success Initiative) or dual credit
eligibility requirements may enroll in dual credit courses. See Question B.6
for requirements.
B.2) Must dual credit students show proof of bacterial meningitis for enrollment?
Yes and no; a dual credit student attending classes on a college campus is required to provide proof of
bacterial meningitis vaccination. However, dual credit students who are taking their courses on a high school
campus only or online are not required to show proof of bacterial meningitis vaccination.
B.3) Are students covered under the special education umbrella eligible to take dual credit courses?
Yes, students are eligible for dual credit courses as long as they meet the requirements specified in
Chapter
§4.85(b).
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B.4) When enrolled in a dual credit course, should the Individuals with Disabilities Education Act (IDEA) or
the Americans with Disabilities Act (ADA) be considered when serving students with disabilities?
While public school districts and open enrollment charter schools are bound by the rules and requirements
under the IDEA, Institutions of Higher Education (IHE) are not. IHEs are bound by the rules and requirements
under the ADA which does not include required implementation of a student’s Individual Education Plan (IEP).
Under the ADA, accommodations for students may include an adaptation of the way specific courses are
conducted, however modifications to course requirements and/or content are not required.
B.5) If a student has a diagnosed disability and is enrolled in dual credit courses at a college, how does the
student find out if he/she is eligible for services through the institution of higher education’s Disability
Services Office?
Dual credit students with a diagnosed disability who are requesting accommodations must provide
documentation of disability to the institution of higher education’s Disability Services Office (DSO) to
determine eligibility for services. Eligibility for services at the high school does not always ensure that students
will meet the criteria to receive accommodations in a college credit course.
B.6) What are the requirements to enroll in dual credit courses?
Chapter §4.85(b)
identifies the requirements that must be met by each student who enrolls in a college course
for dual credit. House Bill (HB) 505, 84th Texas Legislature, 2015, prohibited any administrative rules that limit
the grade levels at which a high school student may be eligible to enroll in a dual credit course. This change
became effective with the start of the 2015‐2016 school year. Requirements for enrollment are provided in the
chart below. Colleges and/or high schools may impose additional eligibility requirements if they do not conflict
with state dual credit regulations.
See chart on next page.
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Eligibility Requirements to Enroll in
Academic Dual Credit Courses
Workforce Education Dual Credit Courses contained in a Level 2 Certificate
Applied Associate Degree Program
Assessment
To
Qualify
for Math
Courses*
Composite
To Qualify for
English Courses*
ELA/ Reading
Skills
Objective
Writing/
Sentence
Skills
Writing
/ Essay
Composite
ACT-Aspire
431
435
‐
‐
ACT
19
23
19
‐
‐
23
SAT
(before March 5, 2016)
500
1070
500
1070
SAT
(on/after March 5, 2016)
530
480
‐
** PSAT/ NMSQT2
(before October 2015)
50
107
50
‐
‐
107
2
PSAT/NMSQT
(on/after October 2015)
510
460
‐
‐
PLAN
19
23
19
‐
‐
23
3
STAAR EOC Algebra I
Level 2*
(4000+)
STAAR EOC English II
Level 2 (4000+)
STAAR EOC Algebra II
Level 2
(4000+)
Level 2
(4000+)
STAAR EOC English III
Level 2* (4000+)
Level 2*
(4000+)
4
TSI Assessment
350+
351+
340+
4
4
TSI Assessment
350+
351+
or >340
and ABE
5
Students must meet both subject and composite score standards where both are listed
*Students must also receive a passing grade in the Algebra II course.
**Students may not mix or combine scores from the PSAT/NMSQT administered prior to October 15, 2015 and the
PSAT/NMSQT administered on or after October 15, 2015.
1
Texas Assessment of Knowledge and Skills
2
Preliminary SAT/National Merit Scholarship Qualifying Test
3
State of Texas Assessment of Academic Readiness End Of Course Assessment
4
Texas Higher Education’s Texas Success Initiative Assessment
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Section C: Teacher Requirements
C.1) Who teaches a college course for dual credit?
Dual credit teachers must be regularly employed faculty members of the college or must meet the same
standards, including minimal requirements of the regional accrediting association (listed in A.6
), and approval
procedures used by the college to select faculty responsible for teaching the same courses to non‐high school
students at the college (
TAC §4.85 (e)).
C.2) What certifications must a teacher have to teach a course for dual credit?
When districts partner with community colleges and universities to offer dual credit courses, the college
faculty must meet teacher certification requirements that are set by the regional accrediting association (listed
in A.6
) and the community college and university. College faculty teaching dual credit courses are not required
to obtain certification through the State Board for Educator Certification.
C.3) Are college faculty who teach courses for dual credit subject to fingerprinting requirements under Texas
Education Code §22.0834, Criminal History Record Information Review of Certain Contract Employees?
Local school districts determine their own policies regarding criminal history requirements for contract
employees, subject to minimum standards of TEC §22.0834
which requires criminal history reviews of contract
employees who have direct contact with students. TAC §153.1101 provides some guidance as to the minimum
requirements of TEC §22.0834. Pursuant to those rules, school districts should consider whether contract
employees have the opportunity for unsupervised contact with students, if they do, fingerprinting and a
review of criminal history records with be conducted.
Section D: Course Requirements
D.1) Can high school credit be awarded for any college course?
No, it is the responsibility of the institutions entering a dual credit partnership to ensure the following
requirements are met to award high school credit for successful completion of a college course. Courses
offered for dual credit by public, two‐year, associate‐degree‐granting institutions must be identified as college‐
level academic courses in the current edition of the THECB’s
Lower Division Academic Course Guide Manual
(ACGM) or as college‐level technical education courses in the current edition of the board’s Workforce
Education Course Manual (WECM). Courses offered for dual credit by public universities must be in the
approved undergraduate core course inventory of that university. Public institutions of higher education may
not offer remedial or developmental courses for dual credit.
Courses offered for dual credit must provide instruction that ensures mastery of the TEKS for the appropriate
high school course and go beyond or into greater depth than the TEKS (TAC §4.85
).
D.2) What courses are available to take for dual credit?
Courses offered for dual credit by public institutions of higher education must be contained in the
core
curriculum of the institution providing the credit, career and technical education courses, or foreign language
courses (TAC §4.85). Dual credit courses that are completed as part of an approved early college education
program under TEC 29.908 or as part of an early college program defined in TAC Chapter 4, Subchapter D,
must be identified as college‐level academic courses in the current edition of the THECB’s Lower Division
Academic Course Guide Manual (ACGM), as college‐level technical education courses in the current edition of
the board’s Workforce Education Course Manual (WECM), or in a university’s approved undergraduate core
courses. Public colleges may not offer remedial or developmental courses for dual credit.
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D.3) Who is responsible for the content of a course offered for dual credit?
Because the course is a college course, the college is responsible for the content. However, because the high
school is also awarding high school credit, the public‐school district is responsible for ensuring students have
an opportunity to demonstrate mastery of the Texas Essential Knowledge and Skills (TEKS). The district may
review the course syllabus as it is taught at the partnering institution. If it is determined that all the TEKS are
not demonstrated or exceeded in the course, the district may work with the institution of higher education
(IHE) to enhance the course and/or provide supplemental instruction.
D.4) What is a course equivalency crosswalk (also referred to as an articulation chart)?
A course equivalency crosswalk is an officially approved document that matches courses between schools and
institutions or establishes procedures for reviewing courses that may be offered for dual credit. The course
equivalency crosswalk should be part of the written agreement between the district and the institution. Please
see Question A.10
for more information on requirements of written agreements.
D.5) Where are courses for dual credit taught?
Courses for dual credit may be taught on the college campus, on the high school campus, on a satellite
campus, or online.
D.6) Can one-semester college courses be offered over two semesters to accommodate the high school
schedule?
Colleges are responsible for determining the length of their courses. However, they should work with ISDs to
adopt a more flexible schedule that works best for the student.
D.7) How many college courses for dual credit may a student take?
Starting with the 2015‐2016 school year, HB 505
prohibited any rules that limit the number of dual credit
courses in which a student may enroll while in high school or the number of dual credit courses or hours in
which a student may enroll each semester or academic year. The school district and institution of higher
education MOU may not limit the number of dual credit courses in which a high school student may enroll.
The MOU for the high school and the college should appear on their websites.
Section E: Credits and Grades
E.1) Who is responsible for determining what credit(s) are earned by the student?
The college is responsible for the college course materials and awards the college credit upon successful
completion of the dual credit course. The high school is responsible for determining the specific high school
credit that will be awarded for the college course. The high school and college are encouraged to work
together to determine appropriate high school credit to be awarded upon successful completion of the course
(TAC §74.26).
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E.2) Who awards grades in courses for dual credit?
Grades are assigned by the instructor of record. The instructor of record must be authorized and credentialed
by the institution of higher education (IHE) to teach the course. The IHE will award a letter grade. The high
school will award a numerical equivalent to the letter grade. An appropriate grading scale should be
established and included in the written agreement. The method of providing the grade to the high school must
also be included in the articulation agreement. Please see Question A.10
for more information on
requirements of written agreements.
E.3) Are grades in courses for dual credit weighted when calculating the student’s high school grade point
average (GPA)?
All grading decisions, including those affecting GPA, are made per local school board policy.
E.4) Will the grades a student receives in a dual credit course appear on the high school transcript?
Students will receive a letter grade from the college. A corresponding numeric grade will be given by the high
school. Grades will appear on both the student’s high school and college transcripts.
E.5) What happens if a student earns a F in a dual credit class?
If a student earns an F in a dual credit course, he/she will not receive high school or college credit for the
course, but the grade will be documented as an F on the college transcript. The grade typically appears on the
high school transcript if it appears in the student’s high school schedule. The district has final decision.
E.6) How many grades are issued in a dual credit course?
The number of grades issued in a dual credit course is the decision of the teacher of record, typically, the
college instructor. The number of grades issued can range between a minimum of 2, mid‐term and final grade,
and an unlimited maximum for the 15‐week course.
E.7) Will students in courses for dual credit be required to take the end-of-course (EOC) assessments?
Yes, students enrolled in dual credit courses are required to take the corresponding EOC assessment if the dual
credit course is substituting for a course that requires an EOC assessment.
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Section F: Award of College Credit
F.1) When does a college transcript the credits earned by a student?
College credit, as well as high school credit, should be transcripted immediately upon a student’s completion
of the course (TAC §4.85(h
)).
F.2) How do different types of dual credits transfer?
Academic dual credits may be applied toward the core curriculum or to other specific degree program
requirements of an academic associate degree or baccalaureate degree at a Texas public IHE. Due to their
specialized nature, career and technical dual credit courses may have limited transferability outside an applied
science associate’s or bachelor’s degree. Some public institutions may award elective credit instead. A limited
number of private or out‐of‐state institutions may choose to award transfer credit for dual credit academic
courses. Students who want more information about how their courses for dual credit might transfer should
seek specific transfer guidance from an advisor at the institution offering the course (TAC §74.26).
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F.3) How can students ensure the transferability of courses for dual credit?
To ensure transferability of courses, students should choose academic courses that fit into the
core curriculum
of the institution (IHE) offering the dual credit program. Academic courses that fulfill the core curriculum are
guaranteed to transfer to any other public IHE in Texas by rule (TAC §4.25). However, these courses may not
count toward a specific degree program or transfer to an out‐of‐state university.
F.4) Can developmental courses at an institution of higher education (IHE) provide dual credit?
No, remedial or developmental education courses cannot be offered for dual credit (TAC 4.85(4)
).
F.5) What is the six-drop rule and does it affect dual credit students?
TEC §51.907
places limitations on the number of course drops that are allowed for students in public
institutions of higher education to six. However, students who are still enrolled in high school are not affected
by the provisions of
TEC §51.907 and any course a student drops while they are still enrolled in high school
should not be counted toward the limitation of dropped courses under this section (TAC §4.9).
F.6) Are dual credit students affected by the Excess Hours Law, which makes college students subject to out-
of-state tuition rates if they exceed 30 semester credit hours over their baccalaureate degree plan?
Beginning in fall 2009, semester credit hours earned by a student before graduating from high school and used
to satisfy high school graduation requirements (hours earned in classes taken for dual credit) are exempted
from the calculation of excess hours (TEC §61.0595
).
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Section G: Attendance Accounting
G.1) Does time spent in a college course for dual credit count toward a district’s average daily attendance
(ADA) even if the course meets on the college campus?
Yes, the Student Attendance and Accounting Handbook
explains that funding‐eligible time for a student taking
a course for dual credit will include time instructed in the course even if the course meets on the higher
education campus.
A student not actually on campus at the time attendance is taken may be considered in attendance for
Foundation School Program purposes if the student is enrolled in and attending an off‐campus course for dual
credit. Campuses may choose an alternate attendance‐taking time for a group of students that are scheduled
to be off campus during the regular attendance‐taking time. Examples include dual‐credit students who are
attending classes at another location or career and technical education students who are scheduled to be at a
worksite.
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G.2) If a student is attending a course for dual credit at an institution of higher education (IHE) with a
calendar of less than 75,600 minutes, is the student considered in attendance at his/her high school?
Yes. The 75,600 minutes requirement is not based on individual students or individual courses. The minutes
requirement is by campus, therefore, the hours of operation for the campus must be 75,600 minutes for
funding purposes. If high school students are taking courses for dual credit at an IHE with a calendar of fewer
than 75,600 minutes, the school district may apply for a waiver of the 75,600 minutes calendar requirement.
Waiver requests should be sent to the TEA State Waivers Unit
. In instances in which an IHE’s calendar is
shorter than the school district's calendar, the district should report the student's attendance in the Public
Education Information Management System (PEIMS) with a different track to reflect the shorter calendar.
Reporting the student with a separate track will prevent any reduction in state funding. Some districts choose
to use the days when the high school meets but the IHE does not (ie., at the beginning or end of a semester to
provide instruction in the TEKS not demonstrated in the college course. This allows them to meet attendance
requirements while also meeting course content requirements.
G.3) Where can I find more information about attendance calculations in Career and Technical Education
(CTE) courses for dual credit?
Please see Section 5.11 of the Student Attendance Accounting Handbook
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Section H: State Funding
H.1) Who pays the cost of dual credit courses?
Students are often required to pay for tuition, books, and fees related to dual credit, though sometimes the
college waives or reduces these costs, or the high school pays the costs. A detailed description of costs and
who will be responsible for them should be included in the written agreement (MOU) between the school
district and the institution of higher education (IHE). For rules regarding early college high schools, see
question H.5.
H.2) Who pays for textbooks?
Texas does not require school districts or IHEs to provide textbooks used in dual credit courses. School districts
have no statutory authority to use textbook funds for dual credit course textbooks. While Foundation School
funds have been used, in many cases the student taking the college course for dual credit pays for the
textbook(s). Districts pay all costs related to earing dual credit for early college high school students including
tuition, fees, and textbooks. For rules regarding early college high schools, see question H.5
.
H.3) Do public school districts and charters receive state funding through the Foundation School Program
(FSP) for dual credit programs?
Yes, the Student Attendance and Accounting Handbook
explains that funding eligibility for a student taking a
course for dual credit during school hours will include time instructed in the course, regardless of the location
of the course including college campus or online. For a district or charter school to receive FSP funding for a
student taking a college course requires an agreement (MOU) between the district or charter school and the
college as described in
A.10.
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H.4) Can weighted Career and Technical Education (CTE) funding be earned for dual credit opportunities?
The Student Attendance and Accounting Handbook
explains that if the CTE courses meet Texas Administrative
Code (TAC) requirements for dual credit, students enrolled in the courses are eligible to be counted for CTE
contact hour funding. Eligibility for secondary CTE contact hour funding does not preclude the college from
also being funded from postsecondary funding sources.
H.5) How do the payments for tuition, fees, and textbooks at an Early College High School (ECHS) differ from
a regular high school offering dual credit?
The commissioner's rules for ECHS programs (TAC §102.1091
) do not allow a student enrolled in an ECHS
course for high school graduation credit to be required to pay for tuition, fees, or required textbooks.
School districts and charter schools are responsible for paying any tuition, fees, or textbook costs not waived
by an institution of higher education.
Section I: PEIMS Coding
I.1) How are courses for dual credits coded for the
Public Education Information Management System
(PEIMS)?
The course code is the same as the code for the corresponding high school course. In addition, the special
explanation code of “D” for dual credit, is required on the Academic Achievement Record. Pages 127‐129 of
the “2019‐2020 Texas Education Data Standards
”, Section 4 ‐ Description of Codes Final Version 2020.1.0
addresses the coding by semester and credit earned policies for all dual credit courses.
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Section J: Texas Virtual School Network (TXVSN)
J.1) Must students taking courses for dual credit through the TXVSN meet the same course eligibility
requirements as students taking face-to-face courses?
Yes. The district or open enrollment charter school must ensure the student’s eligibility for dual credit, have an
articulation agreement with the college or university, and facilitate application to and enrollment with the
college or university. A link to the TXVSN provider’s website for registration instructions is provided for each
course in the TXVSN course catalog details. Additionally, students considering TXVSN dual credit course
enrollment should also be prepared for the online learning environment. Dual credit eligibility requirements
are provided in the answer to B.6.
J.2) If a student is taking two face-to-face courses for dual credit in one semester, may the student take
additional online courses for dual credit from TXVSN at the same time?
Prior to the beginning of the 2015‐2016 school year, the Texas Higher Education Coordinating Board adopted
administrative rules that limited high school junior and senior students to no more than two dual credit
courses per semester for high school students.
However, HB 505 amended Subsection 28.009(b) of education code to prohibit any administrative rules that
limited the number of dual credit courses or hours in which a student may enroll while in high school or the
grade levels at which a high school student may be eligible to enroll in a dual credit course (TAC §74.23).
It is important to note that students must demonstrate college‐readiness in order to qualify for the
opportunity to take dual credit courses.
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J.3) Can freshmen or sophomores take courses for dual credit though the TXVSN?
Yes, if the student meets the prerequisite requirements of the course for which they are enrolling. Students
who have not taken an online course before are strongly encouraged to take an online learning orientation
prior to taking courses through the TXVSN.
J.4) Are the Texas Essential Knowledge and Skills (TEKS) covered in the courses for dual credit in the TXVSN
catalogue?
Yes, but because the student taking a dual credit course must be college ready, content and instruction in the
dual credit college course will be advanced beyond, or in greater depth than, the Texas Essential Knowledge
and Skills (TEKS).
J.5) Are the courses for dual credit in the TXVSN catalog aligned to the International Association for K-12
Online Learning National Standards for Quality Online Courses (iNACOL)
?
Yes, TXVSN courses for dual credit are reviewed for alignment to the national standards for quality online
courses and approved based on that alignment
J.6) Must a district transcript a course for dual credit if it is completed via distance learning?
Yes, all courses completed for high school credit must be recorded on the Academic Achievement Record
(AAR), regardless of the method of delivery.
J.7) What is the cost of a dual credit course offered through the TXVSN?
The cost for any semester course offered through the TXVSN is set by the TXVSN course provider; therefore,
cost varies, but it cannot exceed $400. There may be some additional costs related to textbooks or special
equipment associated with a course.
J.8) How do students enroll in a dual credit course offered through the TXVSN?
Participating school districts must register students through the TXVSN enrollment system, after completing
that step, the student must then also complete the institution of higher education’s application and
enrollment process.
J.9) Must a district or open enrollment charter school have an agreement with the TXVSN dual credit
provider selected or is that covered in the agreement with the TXVSN?
The Texas Administrative Code, 4.84 and 9.144
, requires that any dual credit partnership between a secondary
school and a public college include a written agreement (commonly referred to as an articulation agreement,
an institutional agreement, or a partnership agreement) approved by the governing boards or designated
authorities of both institutions. The TXVSN Agreement does not replace the agreement between the higher
education institution and the secondary school.
Section K: FERPA
K.1) What is the Family Educational Rights and Privacy Act (FERPA) and why can’t I see my dual credit
student’s grades?
The Family Educational Rights and Privacy Act
(FERPA) is a federal law that protects the privacy of student
education records. The law applies to all schools that receive funds under an applicable program of the U.S.
Department of Education. FERPA calls for the protection of a student’s records once he/she turns 18 or enrolls
in college. Dual credit students fall under this classification. Colleges must maintain the confidentiality of
academic records and follow all federal and state laws governing the release of academic records. In
Revised October 2019 Page | 17
accordance with these laws, a college will not permit access to or the release of personally identifiable
information contained in academic records to any party without the written consent of the student.
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Section L: Financial Aid
L.1) Is there financial aid available for dual credit students?
No, Federal financial aid is not available for dual credit students. Federal financial aid is only awarded after
high school graduation or successful completion of a high school equivalency program.
L.2) Will a dual credit student’s grade(s) or withdrawal from a dual credit class have an impact on his/her
ability to obtain financial aid in the future?
A student’s grades and/or withdrawals could impact their future eligibility for financial aid. To be eligible for
financial aid after high school, a student must meet Satisfactory Academic Progress (SAP) standards while
taking dual credit courses. See requirements below. For additional information click here
.
Satisfactory Academic Progress to be Eligible for Financial Aid
L.3) Is there a time limit for receiving financial aid?
There are yearly and lifetime limits to receiving financial aid. Most of these limits are based on a Bachelor’s
Degree Program and are cumulative based on all previous schools attended and financial aid received.
The
number of college credit hours and the number of years to earn a degree are considered in these limitations.
It is important to understand financial aid opportunities and their limitations as decisions are made. Financial
aid is not available for dual credit courses and the time limitations for financial aid do not begin until a student
graduates from high school.
Section M: University Interscholastic League (UIL) Implications
M.1) How will a student’s participation in dual credit impact his/her athletic eligibility?
For University Interscholastic League (UIL) eligibility purposes, dual credit students are on a pass/fail basis until
the final grade for a course is awarded by the Instructor of Record. According to UIL rules
, dual credit courses
are eligible for UIL exemptions, but due to the limited number of grades issued in these college courses,
students may not have the opportunity to become UIL eligible after a failing mid‐term grade.
Grade Point Average Maintain a cumulative 2.0 or higher GPA for classes.
Course Completion Successfully complete 67% of attempted credits.
Degree Progress
Demonstrate progress toward finishing a program of study within
a 150% maximum time frame. Progression is measured by dividing
earned credits by attempted credits.
Example: Attempted 12 credits, earned 10 credits = 10/12 = 83.3%
Example: Attempted 12 credits, earned 8 credits = 8/12 = 66.67%
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Contact Information
General Questions about Dual Credit
Attendance Accounting/State Funding
attendance@tea.texas.gov
Early College High School (ECHS)
echs@tea.texas.gov
Texas Virtual School Network (TXVSN)
TXVSN Help Desk, 1‐866‐938‐9876
TXVSNCentral@TXVSN.org
Internet Resources
Lower Division Academic Course Guide Manual (ACGM) ‐
http://www.thecb.state.tx.us/reports/PDF/12089.PDF
University of Texas Austin On Ramps Dual Credit ‐ https://onramps.utexas.edu/
Public Education Information Management System (PEIMS) ‐
http://tea.texas.gov/Reports_and_Data/Data_Submission/PEIMS/Public_Education_Information_Managemen
t_System/
Student Attendance Accounting Handbook ‐ http://tea.texas.gov/index2.aspx?id=25769817607
Texas Education Agency State Waivers Unit ‐ https://tea.texas.gov/Texas_Schools/Waivers/State_Waivers
Workforce Education Course Manual (WECM) ‐ http://www.thecb.state.tx.us/apps/WorkforceEd/wecm/
Texas General Education Core Curriculum WebCenter ‐ http://www.thecb.state.tx.us/apps/tcc/
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