Updated November 2018
This joint initiative of the California Community Colleges Chancellor’s Office and the California Department of Education allows high school students to dual enroll in up to 15 community college units per term; students may enroll in no more than four courses per term. Program goals are to develop seamless pathways from high school to community college for career technical education (CTE) or general education transfer, improve high school graduation rates, or help high school students achieve college and career readiness. Courses must be part of an academic program defined in a Career and College Access Pathway (CCAP) partnership agreement and meet criteria for both a high school diploma and an Associate of Arts or other credential.
Resources: Legislation (AB288, Education Code Section 76004)
Element is not present in this initiative.
The Community College District (CCD) partnership offers or expands dual enrollment opportunities within each school district, including opportunities for students who may not already be college bound, or who are underrepresented in higher education. Regulations also require the state to remove existing fiscal penalties and policy barriers that discourage dual enrollment.
The program includes creation of aligned, sequenced coursework, with credits that contribute to both completion of a high school diploma and an Associate of Arts degree.
A partnership agreement between each community college district and school district details the specific terms of each CCAP collaboration.
Updated Education Code allows the governing board of a charter school to enter into a CCAP dual enrollment partnership with the governing board of a community college.
Community colleges can offer remedial courses to students who do not meet their grade level standard in math, English, or both, based on an interim assessment in grade 10 or 11. Courses must be a collaborative effort between partner districts to deliver an “innovative intervention.”
Updated Education Code authorizes a community college district to limit enrollment in a community college course solely to eligible high school students if the course is offered either on site at a high school or online.
Each partnering school district and community college district provides tailored student support services (e.g. counseling and guidance, placement assistance, assessment, and tutoring)
Program evaluation includes measuring participation and completion rates for courses, as well as recommendations for program improvements. This initiative grants school districts more authority to monitor student progress, and to obtain academic records from the participating community college.
Each district’s partnership agreement must include:
Annual reporting on the partnership must include:
Updated Education Code adds reporting the total number of full-time equivalent students served online by CCAP.
This initiative is one of many in California that targets high school students to increase student performance and reduce pipeline disparities in advancing toward postsecondary credentials and careers. This mission presents opportunity for collaboration and resource sharing between other initiatives targeting high-demand sectors such as:
Delivery of the initiative’s model could be strengthened by clearly defining “dual enrollment”—versus “concurrent enrollment” or “co-enrollment.”
Built-in student supports (e.g., transportation, childcare, intrusive advising) could strengthen the initiative, especially for participating students who may not see themselves as “college bound.” Connections with similarly targeted pathway programs could build capacity for these comprehensive supports.
Tracking program outcomes and results, along with criteria and requirements met overall, could become an essential part of initiative accountability to inform the tailoring of services and supports.
Does this information need updating or adjustment? Send us your suggestions: CAcareerpathway@clasp.org