Utah Concurrent Enrollment - 2022

Utah Concurrent Enrollment

2022–2023 Handbook

UTAH

BLANK PAGE

Utah

Concurrent

Enrollment

Handbook

Revised July 2022

60 South 400 West

Salt Lake City, UT 84101

https://ushe.edu/

David R. Woolstenhulme, Ed.D.

Commissioner of Higher Education

250 East 500 South

P.O. Box 144200

Salt Lake City, UT 84114-4200

https://www.schools.utah.gov/

Sydnee Dickson, Ed.D.

State Superintendent of

Public Instruction

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PREFACE

CONCURRENT ENROLLMENT

2022 Utah State Board of Education

250 East 500 South P. O. Box 144200 Salt Lake City, UT 84114-4200

https://schools.utah.gov/board

District Name City

District 1 Jennie L. Earl Morgan, UT

District 2 Scott L. Hansen Liberty, UT

District 3 Matt Hymas Stansbury Park, UT

District 4 Brent Strate South Ogden, UT

District 5 Laura Belnap Bountiful, UT

District 6 Stacey Hutchings Kearns, UT

District 7 Carol Barlow Lear Salt Lake City, UT

District 8 Janet A. Cannon Holladay, UT

District 9 Cindy Davis American Fork, UT

District 10 Molly Hart Sandy, UT

District 11 Natalie Cline Bludale, UT

District 12 James Moss Jr. Midway, UT

District 13 Randy Boothe Spanish Fork, UT

District 14 Mark Huntsman Fillmore, UT

District 15 Kristan Norton St. George, UT

Sydnee Dickson State Superintendent

of Public Instruction

Cybil Child Secretary to the Board

5/2021

PREFACE

2022 Utah System of Higher Education

60 South 400 West Salt Lake City, UT 84101

https://ushe.edu/board/about-the-board/

Board Member Vocation Location

Grace Acosta Member West Jordan

Stan Albrecht Member Logan

Jesselie B. Anderson Vice-Chair Salt Lake City

Julie Beck Member St. George

Stacey K. Bettridge Member Cedar City

Rich Christiansen Member Cedar City

Lisa-Michele Church Chair South Jordan

Sanchaita Datta Member Salt Lake City

Hope Eccles Member Park City

Heather Johnson Student Member St. George

Patricia Jones Member Salt Lake City

Arthur E. Newell Member Highland

Shawn Newell Member Cottonwood Heights

Steve Starks Member Salt Lake City

Scott L. Theurer Member Logan

Xitilalli Villanueva Student Member Ogden

Richard Wheeler Member Manti

PREFACE

CONCURRENT ENROLLMENT

Table of Contents (Content is clickable)

PREFACE 5

2022 Utah State Board of Education 5

2022 Utah System of Higher Education 6

Foreword 9

PURPOSE OF CONCURRENT ENROLLMENT 11

Relevant Policy 11

STUDENT PARTICIPATION IN CONCURRENT ENROLLMENT 13

Eligibility 13

Special Eligibility Considerations 13

Home-Schooled Students 13

Undocumented Students 13

Student Success in CE 14

Accommodation for CE Students 14

Plan for College and Career Readiness 15

College and Career Ready Plan 15

College PCCR Resources 15

Admission and Registration 16

Parent/Guardian Permission 16

Withdrawal from a CE Course 17

Transcripts 17

Credit Hours Permitted 17

Transferability 17

Grades 17

Tuition and Fees 18

FAMILY EDUCATION RIGHTS AND PRIVACY ACT FERPA 19

FACULTY 20

Selection of Adjunct Faculty 20

Criminal Background Checks 20

Licensure 20

Professional Development 20

Sex Education Guidelines 21

Assigning CE Grades 21

College and University Transcripts 22

High School Transcripts 22

CONCURRENT ENROLLMENT COURSES 23

Choice of Courses 23

Course Delivery 23

Concurrent Enrollment Master List 23

Number of Courses 23

Institution Responsibility 23

USHE Institution Designated Service Regions and Right

of FirstRefusal 24

Table: CE Contacts for Major Institutions 25

Process for Creating a Concurrent Enrollment Course 26

Curriculum Cycle 27

Course Cancellation Practices

Hiatus

PROGRAM ADMINISTRATION 28

Funding 28

Early College Process for Continuous Improvement 28

Appropriate Expenditures 28

USBE-USHE Concurrent Enrollment Data Match

Procedure 29

ADDITIONAL RESOURCES 31

CE FREQUENTLY ASKED QUESTIONS 32

CAREER AND COLLEGE BUILDING BLOCKS 37

CONCURRENT ENROLLMENT

FOREWORD

During the 1987 session, the Utah State Legislature passed Senate Bill 228, which authorized

concurrent enrollment (CE) as a high school acceleration program. The concurrent enrollment

program, which is funded under an annual state appropriation, makes college courses avail-

able to high school students for both high school and college credit. The high school credit

counts toward graduation and becomes part of a student’s high school transcript. The college

credit must count toward a certificate or degree program and is recorded on the student’s col-

lege transcript. Career and Technical Education, introductory general education courses, and

introductory-level course work for a variety of majors may be offered.

Concurrent enrollment courses are taught either at a high school or at a college site. Teachers

may be regular college faculty members or high school teachers who have been approved for

adjunct faculty status at the college. In rural areas, concurrent enrollment courses are some-

times facilitated through remote means.

Annually, over 50,000 students earn over 350,000 credit hours by participating in the concur-

rent enrollment program. The majority of the participating students take one to three courses

during their high school career.

This publication provides public and higher educators with the information needed to

assist in initiating or improving the concurrent enrollment program. It provides answers

to the questions that college and local education agency (LEA) personnel may have regarding

the concurrent enrollment program. It also illustrates best practices.

The topics addressed in this document were selected through conversations among staff in the

public and higher education system offices, LEA and college administrators, and program prac-

titioners. Each year this handbook will be revised to reflect changes in legislation, procedures

and practice.

Additional information on Utah’s concurrent enrollment program can be found at:

www.utahce.org and https://www.schools.utah.gov/curr/earlycollege.

PREFACE

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CONCURRENT ENROLLMENT

The purpose of concurrent enrollment (CE) is to provide prepared high school

students with a challenging and rigorous college-level experience. Students

in the program receive both college and high school credit. The program al-

lows students to become better prepared for the world of work or to complete

selected college courses corresponding to the first year of coursework at a

Utah public college or university. Concurrent enrollment offerings in mathe-

matics, science, social studies, language arts, fine arts, humanities, world lan-

guages, career and technical programs, and education have been offered in

high schools throughout the state.

RELEVANT POLICY

The concurrent enrollment program was established by Utah Code 53E-10-

301 (see Additional Resource A). Both the State Board of Education and the

Utah Board of Higher Education subsequently established policies for the pro-

gram. Concurrent enrollment programs are governed by UBHE Policy R165,

Concurrent Enrollment (see Additional Resource B); State Board of Education

Rule R277-701, Early College Programs (see Additional Resource C); and relat-

ed policies.

The policies from both the State Board of Education and the Utah Board of

Higher Education reflect a similar purpose and goals for the program.

Board Rule R277-701 defines concurrent enrollment as follows:

The purpose of the concurrent enrollment program is to provide a chal-

lenging college-level and productive experience in high school and to pro-

vide transition courses that can be applied to post-secondary education.

UBHE Policy R165 mirrors the Board definition:

Concurrent enrollment provides course options to prepared high school

students that earn high school and college credit. Concurrent enrollment

allows students to complete a high school diploma while concurrently

earning credits for first- or second-year coursework at a USHE institution,

which can accelerate college completion and reduce college costs.

R165 further defines two types of concurrent enrollment:

Contractual Basis: courses and instruction offered under an annual

contract between a LEA and a USHE institution (see Additional Resource

D). Contractual basis concurrent enrollment is eligible for state funding

through the appropriation for concurrent enrollment authorized under

Utah Code §53 E-10-303.

PURPOSE OF CONCURRENT ENROLLMENT

Non-contractual Basis: college credit courses public education students

pursue on their own initiative. Such students must enter into an agree-

ment between the student, parent(s)/guardian, high school administra-

tor, and the USHE institution for the student to take the course; the course

is considered to be offered on a non-contractual basis. The student is re-

sponsible for all enrollment expenses. USHE institutions report non-con-

tractual enrollments as regular enrollments. Non-contractual basis con-

current enrollment is not eligible for state funding.

Although both the UBHE and State Board policies speak to contractual basis

concurrent enrollment in public schools, it is hoped that the best practices

of the state program will be emulated in concurrent programs with private

schools and schools in other states, both of which are ineligible for appropri-

ation funding.

Each policy document is updated as needed to reflect new legislation or

changes in the implementation of the program. This handbook provides in-

formation on all aspects of the concurrent enrollment program addressed by

the systems’ policies.

CONCURRENT ENROLLMENT

STUDENT PARTICIPATION IN

CONCURRENT ENROLLMENT

Local education agencies have the primary re-

sponsibility for identifying students who are

eligible to participate in CE. Students should

receive guidance so that they can efficiently

choose CE courses that avoid duplication or

excess credit hours. Responses to frequently

asked questions by students and parents are

available in FAQs section. The required USHE

CE Program Parent Permission Form is found

in Additional Resource E.

ELIGIBILITY

The concurrent enrollment program is intend-

ed to provide qualified students with oppor-

tunities to take courses that earn both high

school and college credit. Eligibility criteria

such as those listed below assure student suc-

cess in a concurrent course:

] Student is in grade 9, 10, 11, or 12.

] A grade point average, ACT score, or a

placement score (generally considered

to be a B average or ACT score of 22 or

higher) that predicts a student’s success

in the concurrent course.

] Parent or guardian approval to register

for a concurrent enrollment course(s)

(see Additional Resource E).

] High school and college officials ap-

proval to enroll in CE courses.

] The concurrent course(s) selected for

enrollment for the student’s Plan for

College and Career Readiness; institu-

tional prerequisites for courses have

been met.

] Appropriate placement assessments

for courses such as mathematics and

English. Students must complete

Secondary Math I, II, and III with a “C” av-

erage or better course grade in all three

classes to enroll in a CE mathematics

course.

] Specific eligibility criteria may vary by in-

stitution and by academic departments.

(See institution CE Directors for details.)

SPECIAL ELIGIBILITY

CONSIDERATIONS

Home-schooled students are not

eligible to enroll in CE courses. These

students may enroll part-time in the local

high school they would attend and enroll

in CE courses provided they meet the

LEA rules and requirements that apply to

full-time students who participate in CE.

Failure of a student to be enrolled in public

K-12 for the duration of the CE course can result

in tuition being charged to the student.

A home-schooled student is officially excused

from compulsory public school attendance

(R277-438; Utah Code 53G-6-204). However,

to comply with the rules governing the state

CE program, a home-schooled student

must enroll with a high school to be

counted in the Average Daily Membership

to ensure that the concurrent grade appears

on both a high school and college transcript.

These are statutory requirements.

Undocumented students who have been

admitted to a public high school may partic-

ipate in the concurrent enrollment program,

and shall pay the fees and partial tuition

applicable to all students in the program.

Undocumented students who meet four basic

requirements may qualify, upon high school

graduation, for resident (in-state) tuition rates

at Utah’s public colleges and universities. To

qualify, an undocumented student must:

1. Have attended a Utah high school for

three or more years;

2. Have graduated from a Utah high

school or received the equivalent of a

Utah high school diploma;

3. Register as an entering student at an

institution of higher education; and

4. File an affidavit with the institution

of higher education stating that the

student has filed an application to

legalize his/her immigration status,

or will file an application as soon the

student is eligible to do so.

Students declare residency status as part of

the college admissions process.

STUDENT SUCCESS IN CE

Student success in CE courses exists at the in-

tersection of student agency and system sup-

ports. It is the responsibility of the LEA/USHE

institution partnership to put in place sup-

ports that will empower each high school stu-

dent to be successful in CE coursework. This

could include asset-based advising practices,

invitations to participate, corequisite CE ex-

periences, tutoring, office hours and/or study

groups. As of 2018, the elimination of discrim-

inatory prerequisites identified in USBE Board

Rule 277-701 is mandatory. In return, it is the

student’s responsibility to seek out help when

needed and to put forth their best effort to

find success in their concurrent enrollment

coursework.

ACCOMMODATION FOR CE

STUDENTS

There are two fundamental distinctions be-

tween academic accommodations in public

education and postsecondary education:

1. A public education IEP or Section 504

plan is designed to facilitate a student’s

success in school, while postsecondary

accommodation(s) is designed to en-

sure access to postsecondary educa-

tion; and

2. Public education looks to its students

and makes an assessment of their

physical and academic needs, while

postsecondary education expects stu-

dents to declare a need and request

accommodation.

Enrolling in a Concurrent Enrollment (CE)

course constitutes attendance at college. As

soon as students start attending a USHE insti-

tution, they are subject to the provisions for

requesting accommodations established by

the institution they are attending. The institu-

tion, upon request of the student, will evalu-

ate the student’s request for accommodation

in accordance with its disability resource cen-

ter (DRC) processes. An IEP or Section 504 Plan

may be used as supporting documentation

for requesting an accommodation in a post-

secondary setting. There is no guarantee that

a student with an IEP or Section 504 plan will

be eligible for an accommodation at a post-

secondary institution.

Accommodations related to physical access

for CE students will vary depending on where

they receive CE instruction:

1. If instruction takes place on a high

school campus, ensuring physical ac-

cess is the responsibility of the high

school.

2. If instruction takes place on an institu-

tion campus, the institution is respon-

sible for ensuring physical access.

CONCURRENT ENROLLMENT

To request accommodation, CE students

should contact the CE administrator at the

USHE institution in which they are enrolled.

The CE administrator will provide contact in-

formation for the campus student disabili-

ty office. The CE student is also free to work

directly with the USHE institution’s disability

services office.

PLAN FOR COLLEGE AND CAREER

READINESS

USHE institutions and LEAs jointly coordinate

the Plan for College and Career Readiness

(PCCR) to prospective or current high school

students in the concurrent enrollment pro-

gram. The PCCR shall include information on

general education requirements at USHE in-

stitutions and how the students can efficient-

ly choose concurrent enrollment courses to

avoid duplication or excess credit hours, as

well as how course credit transfers among

USHE institutions and to institutions outside

the state system. The PCCR process also en-

sures that students register for CE courses

that fit the personal goals of their PCCR—

formerly known as the Student Education

Occupation Plan (SEOP) for College and

Career Readiness—and creates a foundation

for a post-secondary path.

College and Career Ready Planning

Individual student planning in Utah is rec-

ognized as the PCCR process, which con-

sists of school counselors coordinating on-

going systemic activities designed to help

individual students establish personal ed-

ucation and career goals and develop fu-

ture plans. School counselors coordinate

activities that help all students plan, mon-

itor, and manage their own learning. The

PCCR is a primary strategy for recognizing

student accomplishments and strengths

and for planning, monitoring, and manag-

ing education and career development in

grades seven through 12. Students’ PCCRs

should reflect their interest in pursuing

CE coursework. The PCCR should assist

students or parents to efficiently choose

concurrent enrollment courses that best

fit their education and career goals.

College PCCR Resources

Students should be advised on how to

select college courses that will transfer

to the college they plan to attend, avoid

duplication or excess credit hours, and

arrange placement testing for math and

English classes. The USBE and USHE pub-

lish resources for counselors, including:

] Career and College Building Blocks—see

Additional Resources section for this il-

lustration of the components of a col-

lege certificate and associate’s degree.

] Concurrent Enrollment General

Education Pathway—see Additional

Resource F for an explanation of the

general education requirements for a

letter or certificate of completion in gen-

eral studies, or for an associate’s or bach-

elor’s degree.

] Concurrent Enrollment Explorato-

ry Tracks Pathway—see Additional Re-

source G for a pathway document that

recommends different CE courses, in-

cluding the appropriate college math

course, based on students’ careers per-

sonality and on interest working with

data versus ideas and with people ver-

sus things. This pathway builds upon ac-

tivities students complete in College and

Career Ready classes in middle school.

] USHE Advising Report—USHE institu-

tions may request that the system office

generate a report of students who have

taken at least 12 CE credit hours during

a given academic year from among all

USHE institutions. An institution report

returns records for students who took at

least six credits from that institution. The

report allows institutions to identify stu-

dents who, because they have complet-

ed a number of CE courses, may benefit

from academic advising by a USHE insti-

tution advisor.

ADMISSION AND REGISTRATION

Admission

Students are required to complete an

application for the institution(s) of high-

er education offering the CE course. The

counselor or CE coordinator at each high

school will have information on how stu-

dents can complete an online application

and pay the application fee.

One-Time Admissions Fee

Students may be assessed a one-time ad-

missions application fee per institution.

Payment of the admissions fee to enroll in

concurrent enrollment satisfies the gen-

eral admissions application fee require-

ment for a full-time or part-time student

at an institution. No additional admis-

sions application fee may be charged by

the institution for continuous enrollment

at that institution following high school

graduation.

When CE students graduate from high

school, even though they have applied

and been admitted, they must complete

additional steps which allow institutions

to gather high school transcripts and ACT

and/or SAT scores and change student

status from high school senior to college

freshman. This process does not require

students to pay the application fee again,

as long as it is done in a timely manner.

Report Religious Service

1. A student going on a religious mis-

sion immediately after high school

graduation may apply to be admitted

as a freshman in August after gradua-

tion, then request permission to defer

enrollment for two years. Students

who don’t apply for August enrollment

and/or do not ask for a deferment will

have to reapply for admission and pay

the admission fee again.

2. Students who apply for August enroll-

ment immediately after high school

graduation and who attend several se-

mesters, then elect to go on a religious

mission, must ask the registrar for a

leave of absence. As with the defer-

ment, students granted a leave of ab-

sence may return to active enrollment

status without reapplying and without

paying the application fee again.

Students leaving on missions without ask-

ing for a deferment or leave of absence

will have to apply for readmission, and will

have to pay the application fee again.

Registration

To be allowed to register for concur-

rent enrollment courses, students must

meet the eligibility criteria listed above

in the section “Student Participation in

Concurrent Enrollment—Eligibility.” A stu-

dent is required to obtain written parental

permission to register for a CE course (see

Additional Resource E).

Most institutions have online registration

for CE courses. Registration deadlines vary

by institution. Institutions provide LEAs

with all deadlines that pertain to admis-

sions and registration, and will collect all

CE course fees and partial tuition.

PARENT/GUARDIAN PERMISSION

A student needs parental permission to reg-

ister for a CE course. Parent/guardian per-

mission is valid for one year and covers all

CE courses sponsored by any USHE institu-

tion. Permission is documented using the

Concurrent Enrollment Parent Permission

Form (see Additional Resource E). The Board

CONCURRENT ENROLLMENT

of Higher Education is required to keep this

form on file until the student graduates.

WITHDRAWAL FROM A CE COURSE

Withdrawal dates for a CE course are set by the

college or university. A student must abide by

these deadlines—no exceptions are allowed.

Withdrawal deadlines vary for each college

and university. For information on these

deadlines, go to the college concurrent web-

site or talk with a high school CE coordinator.

Dropping a class at the high school does not

withdraw a student from the college course.

To withdraw from a CE class, students must

drop the course at both the high school and

the college.

TRANSCRIPTS

Participation in concurrent enrollment begins

a student’s college experience and a perma-

nent college transcript. In contrast to the AP

program, where college credit is granted upon

successful completion of a national examina-

tion and no record is kept on the student’s col-

lege transcript if the exam is not passed, regis-

tration for concurrent enrollment constitutes

a commitment to enter the final course grade

on the student’s permanent college record,

regardless of the results. Furthermore, credit

is earned by performance and participation

throughout the course, rather than by an exit

examination alone.

Credit Hours Permitted

Individual students will be permitted to

earn up to 30 semester hours of college

credits per year through contractual con-

current enrollment. Credits in excess of

30 must be on a non-contractual basis,

and the student is responsible for tuition

and fees.

Transferability

Credits earned through the concurrent

enrollment program are transferable from

one USHE institution to another. However,

the way in which credits transfer—as

equivalent or elective credit—may vary

from one college or university to another.

Therefore, transferability should be con-

sidered when selecting courses. Students

should be encouraged to seek advice on

transferability of credit from a college ac-

ademic adviser at the institution they plan

to attend after high school graduation.

(See Additional Resource H: “Common

Questions About Transferring College

Credits.”)

Grades

CE credits and grades will be posted on a

student’s high school transcript and count

toward the high school GPA. The final

grade posted on the high school transcript

and the college transcript must be the

same.

All CE grades are also posted to an official

college transcript, and a college GPA is

established. This transcript becomes part

of a student’s permanent college record.

A grade of C- or lower may not be con-

sidered a passing grade at the college.

Therefore, a student may have to retake

the course. Also, low grades may not

transfer from one college or university to

another.

] If a course is failed, it may not be re-taken

as a CE course. Board Rule and Board of

Higher Education policy state that LEAs

and institutions may not be funded for

CE courses repeated for CE credit.

] If a student withdraws from a CE class and

receives a “W” grade on a college tran-

script, which is neither earned credit nor

a failing grade, the student may request

approval to reenroll in the CE class. Such

requests are subject to institution and

LEA approval. The institution and LEA

shall establish a process to maximize the

student’s likelihood of success if granted

permission to repeat a CE course.

] If an instructor assigns an unofficial

withdrawal or “UW” grade, which means

the instructor withdrew the student

from the CE course, the student may

not retake the course for CE credit. Even

though a “UW” is neither earned credit

nor a failing grade, an instructor with-

drawal infers the student is not prepared

to be successful in the course.

] A cumulative GPA of a C- or lower may

place a student on academic probation

with the college and affect financial aid

eligibility.

] When a CE class serves as a prerequisite

for another college course (e.g., ENGL

1010 is a prerequisite for ENGL 2010),

the grade is good for a specific time

frame, and students may have to retake

a placement test for placement into a

higher class. In particular, math place-

ment test scores and grades in prereq-

uisite math classes are only valid for one

to two years. Students who are absent

for long periods of time may also have

to take additional classes to meet new

graduation requirements for their cho-

sen certificate or degree program.

TUITION AND FEES

Currently for the 2022–23 school year, col-

leges and universities are charging five dol-

lars ($5) per credit hour for each concurrent

enrollment course for which students receive

college credit. However, the law states that a

secondary student may be charged partial tui-

tion up to $30 per credit hour for each concur-

rent enrollment course for which the student

receives college credit. Even if colleges begin

charging $30 per credit hour, the following

circumstances limit the fee they can charge:

] No more than $5 per credit hour may

be charged for students who qualify for

free or reduced-price school lunch.

] No more than $10 per credit hour may

be charged if a CE course is taught by a

high school teacher.

] No more than $15 per credit hour may be

charged for CE courses taught through

video conferencing by a college faculty

member.

Concurrent Enrollment Fees

As of the 2022/23 school year, LEAs must

pay CE fees for students who are experi-

encing socioeconomic disadvantage re-

lated to their participation in a CE course

(excluding fees for textbooks; see next

section). This includes college and univer-

sity application fees and CE tuition fees.

Those fees will be reimbursed through the

CE allocation in the subsequent school

year, provided the LEA has an accounting

of the fees that they paid.

Fee Waivers

Concurrent enrollment program costs at-

tributable only to USHE credit – institution

admissions fees and CE tuition fees -- are

not subject to fee waiver. Student costs

related to concurrent enrollment courses

required to earn secondary credit – which

may include consumables, lab fees, copy-

ing and material costs, as well as textbooks

required for the course—are subject to fee

waiver. The LEA shall be responsible for

these waivers.

Note: Fees that cover multiple costs while

including textbooks in any way should be

dealt with in their entirety through the

fee waiver process, as directed in 53G-7-

601(5)(a)

CONCURRENT ENROLLMENT

FAMILY EDUCATION RIGHTS AND PRIVACY ACT

(FERPA)

Parents or guardians of minors in the public school system have a right to request and be

given information on their students’ academic progress. Under the Family Educational Rights

and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99), parents have a right to request and

review a student’s education records, request that the school correct records they believe are

misleading or inaccurate, and request a hearing if the school does not comply. These rights

transfer to the student when he or she —at any age—attends a postsecondary institution.

Parents and guardians can no longer request access to the education records of their children

once the children have left secondary school.

In concurrent enrollment situations, where the student is enrolled in both public education and

college, while the rights under FERPA have transferred to the student:

1. the two schools may exchange information on that student; and

2. if the student is under 18, the parents still retain the rights under FERPA at the high

school and may inspect and review any records sent by the postsecondary institution to

the high school.

Thus, for CE enrollments, parents may request the high school provide them information on

their students’ academic progress in the CE class.

Additionally, the postsecondary institution may disclose personally identifiable information

from the student’s education records to the parents, without the consent of the eligible stu-

dent, if the student is a dependent for tax purposes under the IRS rules.

For details see:

https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

https://studentprivacy.ed.gov/frequently-asked-questions

SELECTION OF ADJUNCT FACULTY

Identification of qualified CE instructors/ad-

junct faculty is the joint responsibility of the

participating LEA and the sponsoring insti-

tution. Final approval of adjunct faculty will

be determined by the appropriate depart-

ment at the college or university offering the

course. Selection criteria for adjunct faculty

teaching concurrent enrollment courses are

the same as those criteria applied to other ad-

junct faculty appointments in specific depart-

ments. LEA employee instructor qualifications

are defined in UBHE Policy R165 10.4:

For a career and technical education concur-

rent enrollment course:

] a degree, certificate, or industry certi-

fication in the concurrent enrollment

course’s academic field; or

] qualifying experience, as determined by

the institution of higher education.

For a concurrent enrollment course other

than a career and technical education course,

if the LEA employee has:

] a master’s degree or higher in the con-

current enrollment course’s academic

field;

] a master’s degree or higher in any aca-

demic field and at least 18 completed

credit hours of graduate course work in

an academic field that is relevant to the

concurrent enrollment course; or

] qualifying experience, as determined by

the institution of higher education.

Mathematics CE Instructors

Effective July 1, 2016, educators who

hold an upper level math endorsement,

authorized by the State Board of Education

and appended to a license, that qualifies

the educator to teach calculus shall be

qualified to teach entry level CE mathe-

matics courses.

LEAs may appeal an institution’s decision

to deny an educator adjunct status to teach

CE courses. See Additional Resources K on

page 31.

CRIMINAL BACKGROUND CHECKS

College or university faculty who are not K–12

teachers and who teach CE courses in a high

school classroom must complete a criminal

background check. The adjunct faculty em-

ployer has responsibility for determining the

need for criminal background checks consis-

tent with the law and for satisfying this re-

quirement, and shall maintain appropriate

documentation.

LICENSURE

Utah educators are expected to engage in

continuous self-assessment and professional

learning to ensure that their instructional skills

are at the highest level possible. A CE public

educator must meet licensure requirements

and have a current Utah license. A CE public

educator must also meet the college or uni-

versity requirements for adjunct faculty in the

department in which he/she will be teaching.

PROFESSIONAL DEVELOPMENT

High school educators who hold adjunct

instructor status with a college or universi-

ty for the purpose of teaching concurrent

enrollment courses should be included as

fully as possible in the academic life of the

FACULTY

CONCURRENT ENROLLMENT

supervising academic department. USHE

institutions, jointly with secondary schools,

shall initiate faculty development and share

expertise in providing in-service training, in-

cluding appropriate workshop experiences,

prior to offering CE courses, on-site moni-

toring, and continuing education in the con-

tent area. Professional development may

also include curriculum design, assessment

criteria, course philosophy, and administra-

tive requirements for adjunct instructors.

Adjunct instructors should be prepared with

knowledge of federal and state laws specific

to student privacy and student records.

Site visits by department representatives are

held throughout the year. Student course

evaluations should be conducted for all CE

courses.

SEX EDUCATION GUIDELINES

Utah State Law requires that all teachers,

regardless of content area, follow specif-

ic guidelines in teaching any aspect of hu-

man sexuality. For these guidelines and the

parent/guardian consent form necessary

for some course content, see Additional

Resources I and J on page 31.

ASSIGNING CE GRADES

CE credits and grades are posted on a stu-

dent’s high school (HS) transcript and

counted toward the high school GPA. A final

course grade is also posted on a permanent

college transcript and counts toward a col-

lege GPA. The grade or grades posted on the

high school transcript must align with the

single course grade posted on the college

transcript. There are two recommended

practices for ensuring the HS grade(s) and

college grade are the same:

1. Record term grades on the high

school transcript throughout the se-

mester or year. Each term grade re-

flects student level of performance

for that term. At end of year, calculate

a cumulative course grade, retain one

final course grade on the high school

transcript; report one course grade to

institution. HS and IHE course grade

matches.

2. Record term grades on the high school

transcript throughout the semester or

year. Each term grade reflects student

level of performance for that term. At

end of year, retain all term grades on the

high school transcript, calculate a cumu-

lative course grade to be recorded on

the college transcript.

In both models above, the final course grade

recorded by the institution on a permanent col-

lege or university transcript is the cumulative

grade across all terms. These models ensure

statutory requirement for high school and col-

lege or university grade to reflect “equivalent

credit value.”

Sample Cumulative Grades

for a Two-Term Course:

Percentile Grade Letter Grade

Term 1 89% B+

Term 2 77% C+

Cumulative Grade = sum of percentile grade/#

of terms = (89%+77%)/2 = 83% = B-

A third practice, rolling cumulative term

grades—assign term 1 grade based on term 1

student performance, then assign term 2 grade

as a cumulative grade between the term 1 grade

and term 2 student performance—does not en-

sure the high school cumulative grade and the

college or university course grade are the same.

Rather, it ensures the final term grade and the

college or university course grade are the same.

This practice may “inflate” the course grade if, for

example, a USHE institution uses multiple term

grades on a high school transcript to calculate

a final course grade required for scholarships or

admission to specific academic programs. For

this reason, rolling cumulative term grades is

not a best practice.

COLLEGE AND UNIVERSITY

TRANSCRIPTS

All CE grades are also posted to an official

college transcript, and a college GPA is estab-

lished. This transcript becomes part of a stu-

dent’s permanent college record.

] A grade of C– or lower may not be con-

sidered a passing grade at the college.

Therefore, a student may have to retake

the course. Also, low grades may not

transfer from one college or university

to another.

] If a course is failed, it may not be retak-

en as a CE course. Board Rule and UBHE

policy state that LEAs and institutions

may not be funded for CE courses re-

peated for CE credit.

] If a student withdraws from a CE class

and receives a “W” grade on a college

transcript, which is neither earned cred-

it nor a failing grade, the student may

request approval to reenroll in the CE

class. Such requests are subject to in-

stitution and LEA approval. The institu-

tion and LEA shall establish a process

to maximize the student’s likelihood of

success if granted permission to repeat

a CE course.

] A cumulative GPA of a C- or lower may

place a student on academic probation

with the college and affect financial aid

eligibility.

] When a CE class serves as a prerequisite

for another college course (for example,

ENGL 1010 is a prerequisite for ENGL

2010), the grade is good for a specific

time frame, and students may have to

retake a placement test for placement

into a higher class. In particular, math

placement test scores and grades in

prerequisite math classes are only valid

for one to two years. Students who are

absent for long periods of time may also

have to take additional classes to meet

new graduation requirements for their

chosen certificate or degree program.

HIGH SCHOOL TRANSCRIPTS

High school transcripts should reflect high

school credit only—record the high school

name for the course (example: 02010013020

Art History CE), not the college or university

course title (ART 1010 Intro to Art); and list the

number of high school credits earned, not the

college/university semester hours earned.

] LEAs should keep course names as close

to the USBE CACTUS code name as

possible.

] Board Rules do not dictate how many

high school units equate to a col-

lege/university semester credit hour

or whether different numbers of high

school credits are awarded when the CE

course is taught for one semester or for

the full school year. These determina-

tions, based on how best to cover learn-

ing outcomes for the secondary curric-

ulum, should be made by LEAs before

offering a CE course. Conversely, USHE

institutions should not rely on the high

school transcript to award college/uni-

versity credit hours.

In instances where some students in a CE

course choose not to enroll for high school

and college/university credit, ideally the LEA

will create two sections, one using the “13” CE

CACTUS code for students pursuing both high

school and college/university credit, the oth-

er, the “00” CACTUS code for students choos-

ing secondary credit only.

Note: Regardless of how such CE/secondary

only courses are reported to USBE, LEAs will

receive CE appropriation funds ONLY for en-

rollments that match to an enrollment report-

ed by a USHE institution.

CONCURRENT ENROLLMENT

CHOICE OF COURSES

The courses chosen for concurrent enrollment should

provide introductory-level coursework in gener-

al education, career and technical education, or

pre-major courses. Concurrent enrollment program

offerings shall be limited to courses in English, math-

ematics, fine arts, humanities, science, social science,

world languages, and career and technical educa-

tion. Concurrent enrollment courses must be part

of post-secondary certificates or degree programs.

Curriculum taught in a core credit course must align

to the public education standards and objectives at

90%. Curriculum taught in an elective credit course

must align to the public education standards and ob-

jectives at 80%. Concurrent enrollment may not in-

clude high school courses that are typically offered

in grades 9 or 10. Courses selected should reflect the

strengths and resources of the respective schools and

USHE institutions and be based on student need.

COURSE DELIVERY

The delivery system and curriculum program shall be

designed and implemented to take full advantage of

the most current educational technology.

CE courses are primarily offered face to face on high

school campuses. There are also CE courses taught

over interactive video conferencing (IVC), and a small

number are taught online.

To help ensure quality, the commonality of instruc-

tion, and the success of students, USHE institutions

may set a minimum percentage of students in a

course that must be officially enrolled as CE students

in both the high school and the sponsoring institu-

tion. Historically, the recommendation was at least

50%; some institutions may require a higher per-

centage. Career and Technical Education courses or

CE courses at smaller, rural high schools are known

exceptions.

CONCURRENT ENROLLMENT

MASTER LIST CEML

The USHE and USBE jointly approve

courses that are added to a master

list. CE courses must align to the des-

ignated 11-digit CACTUS course

codes as they appear on the master

list. Approved courses and 11-digit

CACTUS codes are subject to change

each academic year. Only courses and

alignments taken from the master list

shall be reimbursed from state con-

current enrollment funds.

Variation from the approved code,

such as offering a public education

science lab with high school/college

science lecture courses, will not be

funded.

NUMBER OF COURSES

In general, concurrent enrollment

courses should be limited to a man-

ageable number to allow a focus of

energy and resources on quality in-

struction. The number of courses will

be kept small enough to assure coor-

dinated professional development ac-

tivities for participating teachers and

transferability of credit from institu-

tion to institution.

INSTITUTIO N RESP ONSIBI LITY

Course content, procedures, exam-

inations, teaching materials, program

monitoring, and approval to be taught

at a high school are the responsibility

of the appropriate USHE credit-grant-

ing institution.

CONCURRENT ENROLLMENT COURSES

USHE INSTITUTION DESIGNATED SERVICE REGIONS AND RIGHT OF FIRST

REFUSAL

Each USHE institution has the responsibility to offer concurrent courses to LEAs within its des-

ignated service region. The designated service areas are listed on the next page. The institution

in whose designated service region an LEA is listed is often called the LEA’s local institution or

the primary institution. LEAs must contact their primary institution regarding offering all CE

courses, regardless of the delivery method. The primary USHE institution will be given the first

opportunity, also called the right of first refusal, or RFR, to provide all concurrent enrollment

courses. If the primary USHE institution chooses not to offer the concurrent course, the LEA may

choose to participate with another USHE institution to provide the course.

A primary institution must notify the LEA within 30 days if it chooses not to offer the course(s).

Another USHE institution may choose to offer the requested course(s) following the right of

first refusal (RFR) process.

While RFR decisions for most technology-delivered course RFR decisions are recorded inter-

nally by USHE institutions, RFR decisions for F2F CE courses use a “USHE Right of First Refusal”

form which details the primary institution, the USHE institution that will offer a CE course, the

reasons for the RFR request, and includes signature lines for both the USHE and LEA administra-

tors. Signed copies of the USHE RFR agreement should be kept on file by both USHE institutions

and the LEA for five years. See Additional Resource L for a copy of the “Right of First Refusal

Agreement” document that should be used.

LEAs typically seek F2F CE classes from USHE institutions other than their primary institution for

the following reasons:

1. The USHE primary institution does not offer the course.

2. The USHE primary institution does not offer the course for CE.

3. The academic department offering the course does not have the capacity to supervise

public educator adjunct instructors teaching a CE section.

LEAs typically seek IVC, hybrid, and online CE classes from USHE institutions other than their

primary institution for the following reasons:

1. The USHE institution in the geographic service area cannot provide CE services.

2. The LEA is located a significant distance from all other USHE institutions.

3. The LEA’s student population is too small to schedule a CE course.

4. The LEA does not have educators qualified for adjunct faculty status at a USHE institution.

CONCURRENT ENROLLMENT

CE CONTACTS FOR MAJOR INSTITUTIONS

Institution CE Contact Institution’s Designated Service Region

Bridge

Language

Program

Jill Landes-Lee

Phone: 801-585-2682

jill.landes-lee@utah.edu

SLCC

Brandon Kowallis

Phone: 801-957-6342

brandonkowallis@slcc.edu

Canyons, Granite, Jordan, Murray, Salt Lake,

Tooele (select CTE courses)

Charters: American Academy of Innovation,

American Preparatory Academy, AMES,

Beehive, City Academy, East Hollywood,

Itineris, Mana Academy, Mountain Heights

Academy†, Paradigm, Providence Hall,

Real Salt Lake Academy, Roots Charter,

Spectrum Academy, Summit Academy, Utah

International Charter School, Utah Virtual

Academy†, Vanguard Academy

Snow

Mike Daniels

Phone: 435-283-7320

mike.daniels@snow.edu

Juab, Millard, North Sanpete, Piute, Sevier,

South Sanpete, Tintic, Wayne

SUU

Brodee Nelson

Phone: 435-865-8035

concurrentenrollme[email protected]

Beaver, Garfield, Iron

Charter: Success Academy/Cedar City

USU

Toni Gibbons

Phone: 435-797-0834

Toni.gibb[email protected]du

Box Elder, Cache, Carbon, Daggett,

Duchesne, Emery, Grand, Logan, Rich, San

Juan, Tooele, Uintah,

Charters: Fast Forward, InTech, Pinnacle

Canyon, Terra Academy, Uintah River

UTU

Kevin Simmons

Phone: 435-652-7671

kevin.simmons@utahtech.edu

Kane, Washington

Charters: Success Academy/St. George, St.

George Academy, Utah Arts Academy

UVU

Spencer Childs

Phone: 801-863-8939

spencer[email protected]

Alpine, Nebo, North Summit, Park City, Provo,

South Summit, Wasatch

Charters: American Leadership Academy,

Athenian eAcademy‡, Freedom Prep, Karl

G. Maeser Prep, Liberty Academy, Lumen

Scholar Institute‡, Merit College Prep,

Rockwell, Roots, UCAS, Walden

Institution CE Contact Institution’s Designated Service Region

WSU

Colton Simons

Phone: 801-395-3570

coltonsimons@weber.edu

Davis, Morgan, Ogden, Weber

Charters: DaVinci Academy of Science and

Arts, NUAMES, Utah Connections Academy†,

Utah Military Academy, Venture Academy

†High school has administrative offices in one institution’s service area, but are statewide online

charter schools.

‡High school has administrative offices in one institution’s service area, but has multiple physical

locations across the state.

PROCESS FOR CREATING A CONCURRENT ENROLLMENT COURSE

1. An LEA and/or a USHE institution identify a course that is an, from both a public and higher

education perspective, appropriate concurrent enrollment course. This discussion includes

what high school course covers the same or similar content as the college course:

] If the high school course is core credit, there must be a 90% match of content covered; or

] the high school course is elective credit, there should be an 80% match.

2. The partners confirm the course meets all public and higher education requirements for CE.

] USHE institution confirms the course is highly transferrable GenEd, CTE, and/or select

gateway courses (ex. Intro to Education); assists students in earning post-secondary cer-

tificate or degrees (prereq, required, or elective); introductory level (1000 and 2000 level);

and corresponds to a HS course typically taught to 11 and 12 grade students.

] LEA confirms course contributes toward HS graduation and fits within one of the following

disciplines: English, Mathematics, Fine arts, Humanities, Social Science, World Languages,

or CTE.

3. If there is agreement the course should be proposed for CE, the USHE institution gathers

documentation on its curriculum, – course description, syllabus, learning outcomes, text-

books, assessments, lecture schedule – that illustrates the curriculum covered.

4. The LEA provides the USBE 11-digit cactus code, course title, credit type for the high school

course.

5. Once all the details are entered online into the Concurrent Enrollment Course Submission

Proposal, the institution and LEA fill out a table that compares the public education strands

and standards to the higher education learning outcomes.

6. The USHE institution submits the completed electronic alignment proposal to the USHE

Office of the Commissioner.

7. USHE staff members review the proposal, then either send the proposal back with questions

to the institution and LEA or submit satisfactory proposals to USBE content area specialists.

8. After review, the content area specialist renders a CE alignment decision in one of the fol-

lowing ways:

CONCURRENT ENROLLMENT

] Approve the alignment proposed by the LEA and institution;

] Deny the proposed alignment;

] Defer the alignment decision to a future date; or

] Suggest and approved alignment to a different high school curriculum.

(The content area specialist also identifies any enrollment conditions.)

9. The specialist’s decision is recorded on the CE Master List (CEML).

] Specialists provide comments for denials or enrollment conditions.

] Alignments are approved for one year or until the next major USBE review of that course.

Alignments may be deferred for one year when USBE is revising the proposed curriculum

the college courses would align with.

10. A new list for the upcoming year is published in December.

NOTE:

A. CE course alignment proposals must be submitted annually on or before November 15

for the next school year.

B. The process described above approves a course for CE; approval of teachers as adjunct

instructors is a separate process.

CURRICULUM CYCLE

Course Cancellation Practices

Both USHE institutions and LEAs will communicate, in a timely fashion, any staffing or adminis-

trative changes that could affect CE course offerings. When possible, impending cancellations

are published one year in advance on the CE Master List (November 15).

Hiatus

A CE course might be placed on hiatus for the following reasons:

] Low enrollment

] Revision of the curriculum

] New alignment in the standards and objectives

Courses on hiatus can move between hiatus, canceled, or active status. Courses may not

stay on hiatus longer than three years.

PROGRAM ADMINISTRATION

FUNDING

Concurrent enrollment funds will be allocated proportionally, based on stu-

dent credit hours successfully completed. For courses that are taught by pub-

lic school educators, 60 percent of the funds will be allocated to public educa-

tion, and 40 percent of the funds will be allocated to the Utah Board of Higher

Education.

For courses taught by college or university faculty, 60 percent of the funds

will be allocated to the Utah Board of Higher Education institutions, and 40

percent of the funds will be allocated to public education.

The USBE will not reimburse LEAs for CE courses in excess of 30 semester hours

per student per year. Each year, LEAs will submit the Concurrent Enrollment

Assurance Statement and the Annual Concurrent Enrollment Expenditure

Report. Samples of these forms may be found in Additional Resources M and

N on page 31.

EARLY COLLEGE PROCESS FOR CONTINUOUS IMPROVEMENT

LEAs are required to submit reporting and application documentation each

year as part of a cycle of continuous improvement for the students they serve.

Completion of both the reporting and application documents (administered

through Qualtrics) is mandatory in order for the LEA to receive their funding

for a particular fiscal Year. LEAs will be aided by a support FAQ updated yearly

(see Additional Resource P on page 31) along with the early college dashboard.

The reporting period will open each year in August and provide an oppor-

tunity for LEAs to demonstrate the progress that they have experienced in

growing their CE ecosystems, improving services for all students and increas-

ing access for their underrepresented student groups. LEAs will also have an

opportunity to define which strategies were effective and which weren’t to

inform their application for funds for the subsequent school year.

The application will be made available once an LEA has completed their re-

porting and will empower the LEA to set goals related to their overall pro-

gram, while also identifying goals for reducing gaps in participation for their

underrepresented student group of focus. In order to accomplish this, LEAs

are also asked to identify both assets that that student group brings and bar-

riers that they face.

APPROPRIATE EXPENDITURES

Funds allocated to LEAs for concurrent enrollment cannot be used for any oth-

er programs. The use of state funds for concurrent enrollment is limited to the

CONCURRENT ENROLLMENT

following:

1. Professional development for adjunct faculty in cooperation with the participating USHE

institution

2. Assistance with delivery costs for distance learning programs

3. Participation costs of LEA personnel who work in CE programs

4. Student textbooks and other instructional materials

5. Fee waivers for costs or expenses related to CE for fee waiver-eligible students

6. Purchase of classroom equipment required to conduct CE courses

7. Other uses approved in writing by the USBE, consistent with the law

USBE-USHE CONCURRENT ENROLLMENT DATA MATCH PROCEDURE

Distribution of the state appropriation is based on the match of enrollment data between the

USBE and USHE. The match is a two-tier process of student data and course code data.

DATA POINTS

Tier One—Student Data. USBE and USHE match a student based on:

] First name

] Last name

] Date of birth

] Gender

] SSID

] District and high school

Tier Two—Course Data. Once a student is matched, USBE and USHE match a course

enrollment:

] USBE CACTUS code aligned to USHE course subject and number (e.g., ART 1010)

] Course must be on the current year master list (CEML)

Without an exact match of all of the above data points, funding cannot be appropriated.

DATA MATCH PROCESS

] LEAs submit student data and course enrollments to USBE; USHE submits student data

and course enrollments to USHE system office.

] The system offices compare data mid-year and issue a report of records to be corrected

to both institution and LEA.

] LEAs and institutions submit student data and course enrollments to their system offices

in June with final corrections in July.

] The USBE and USHE begin the annual match process in August.

CHECK LIST FOR CE COORDINATORS

1. Make a checklist for students when they register for a CE course, reminding them to

2. Review course rosters from USHE partners for correct student name, SSID and course

code.

3. Review rosters after drop deadlines to make sure your roster reflects any students who

have dropped the course.

4. Double-check all course codes to make sure all concurrent courses have a 13 in the

11-digit CACTUS code.

5. Find opportunities to work with information technology staff and USHE partners to im-

prove your match rate.

CONCURRENT ENROLLMENT

ADDITIONAL RESOURCES:

Additional

Resource

Name Link

Utah Code 53E-10-301

https://le.utah.gov/xcode/Title53E/

Chapter10/53E-10-S301.html

Utah System of Higher

Education Policy R165

https://public.powerdms.com/Uta7295/tree/

documents/1826130

Utah State Board of

Education R277-701

https://schools.utah.gov/le/6b1120ed-6ede-

4922-8551-447992c4f62c

Concurrent Enrollment

Contract

https://ushe.edu/concurrent-enrollment-

resources/ (see Administrator Forms)

Concurrent Enrollment

Parent Permission Form

https://ushece.service-now.com/concurrent_

enrollment

Concurrent Enrollment

General Education Pathway

https://ushe.edu/concurrent-enrollment-

resources/ (see CE Advising Tools)

Concurrent Enrollment

Exploratory Tracks

Pathway

https://ushe.edu/concurrent-enrollment-

resources/ (see CE Advising Tools)

Common Questions About

Transferring College Credit

https://utahtransferguide.org/

Rule 277-474. School

Instruction and Human

Sexuality

https://www.schools.utah.gov/le/96361a05-

763d-4edb-9df3-dad6e2a1f40b

Parent/Guardian Consent

Form Human Sexuality

Instruction

https://www.schools.utah.gov/le/e0a53840-

37b4-467f-9e62-2fb8d64c4fb7

Concurrent Enrollment

Adjunct Instructor

Eligibility Appeal Process

https://ushe.edu/concurrent-enrollment-

resources/ (see Administrator Forms)

Right of First Refusal

Agreement for Concurrent

Enrollment

https://ushe.edu/concurrent-enrollment-

resources/ (see Administrator Forms)

USBE Early College

webpage: Concurrent

Enrollment

https://www.schools.utah.gov/curr/

earlycollege?mid=1354&tid=2

Early College dashboard:

Public Version

https://datagateway.schools.utah.gov/

Assessment/EarlyCollege?action=Index

Comparison of Accelerated

Learning Programs

https://ushe.edu/concurrent-enrollment-

resources/ (see CE Advising Tools)

Early College Process for

Continuous Improvement

FAQS

https://docs.google.com/document/d/1tOg-Kk

DbNxRtjsILf8dNSm6K1MjsqAa90YQtg6CWH4I/

edit

1. What is concurrent enrollment (CE)?

CE is a program offered between a public high school and a participating Utah System

of Higher Education (USHE) institution. Challenging, college-level courses are offered to

high school students. Credits are earned in the course toward both high school gradua-

tion and college credit.

2. What are the qualifications to participate in concurrent enrollment?

] A student must be in grades 9, 10, 11, or 12.

] A student must present indicators such as a 3.0 GPA, a B grade or better in academ-

ic classes, and good attendance, which indicates he/she is prepared for college-level

instruction.

] A student must comply with special course qualifications (ACT scores, prerequisites, or

placement tests).

3. How will concurrent enrollment benefit a student?

CE allows a student to take courses and receive credit at the high school and university

or college simultaneously. This allows a student to receive college credit for a minimal

charge and also experience the academic rigor of college courses.

4. What concurrent enrollment courses should a student take?

A student should only register for CE courses that align with his/her College and Career

Ready Plan. General education classes are appropriate for all qualified students.

5. What is the difference between concurrent enrollment (CE), Advanced Place-

ment (AP) and International Baccalaureate (IB)?

CE offers college credit to those students who complete the course. Students receive a

grade and credit on both their high school and college transcripts.

AP requires that a student pass the AP Exam to earn college credit. The amount of credit

awarded is dependent upon the student’s score and the college or university acceptance

requirement. A fee is charged to take the exam.

IB provides courses in a variety of subjects tied to an international curriculum. IB requires

that a student pass an IB exam to earn college credit. The amount of credit awarded is de-

pendent upon the student’s score and the college or university acceptance requirement.

A fee is charged to take the exam.

Note: USBE and USHE use the term, Early College (EC), to mean different things. USBE

uses Early College to encompass all programs where a high school student can earn

CE FREQUENTLY ASKED QUESTIONS

INFORMATION FOR STUDENTS AND PARENTS

CONCURRENT ENROLLMENT

college credit—AP, IB and CE. USHE institutions use Early College for programs where

high school students pay regular tuition and fees to the institution they attend and pro-

vide their own transportation to the institution campus, as needed, to attend class. USHE

EC credit is posted to a college transcript only. Unlike CE, where an annual curriculum

alignment process determines the secondary credit awarded for college courses, stu-

dents must request that EC credit be evaluated by the high school and, if approved for

secondary credit, posted to their high school transcript.

6. How will CE affect a student’s high school and/or college GPA?

] CE credits and grades will be posted on a student’s high school transcript and count

toward the high school GPA.

] All CE grades are posted to an official college transcript, and a college GPA is estab-

lished. This transcript becomes part of a student’s permanent college record. A grade

of C- or lower may not be considered a passing grade at the college. Therefore, a stu-

dent may have to retake the course.

] Students who withdraw from a CE course receive a “W” grade. The “W” grade indicates

no credit was earned. “W” grades do not impact GPA; however, they may affect financial

aid eligibility.

] A cumulative GPA of a C- or lower may place a student on academic probation with the

college and affect financial aid eligibility.

7. Can students repeat a CE course at the state-subsidized rate?

Students may not repeat a CE if they earned credit, if they earned a failing grade, or if

they were administratively withdrawn from the class. Students who withdraw from a CE

class are eligible to repeat the course subject to institution and LEA approval. The insti-

tution and LEA shall establish a process to maximize the student’s likelihood of success if

granted permission to repeat a CE course.

8. Can students choose to earn pass/fail in a CE course?

Students will receive P/F for CE courses when the only grade option for the class on a

USHE campus is P/F. For all classes with a letter grade is an option, students may not elect

P/F.

Money is appropriated to the USBE for concurrent enrollment based upon completed

student credit hours. Completed means that a student earned credit for the course.

Letter grades of A through D- indicate credit is earned. Letter grades of E or F and UW or

W for withdrawal indicate credit was not earned.

] Although “P” in a P/F situation indicates the student passed the class, the letter grade

provides feedback to USHE, USBE, and the student on rigor of instruction and program

integrity where the “P” does not.

] Letter grades may be required for scholarship or financial aid opportunities.

] Also a letter grade is required if the course functions as a prereq for additional courses.

9. Is a home-schooled student allowed to enroll in concurrent enrollment?

No. A home-schooled student must enroll in a public high school and be counted in the

daily membership to meet the requirements of the CE.

10. Is an international student eligible to take concurrent enrollment?

An international student may participate in any academic activity in the public schools in

which he/she is enrolled. Fees may apply.

11.Is a foreign exchange student eligible to take concurrent enrollment?

Foreign exchange students are not eligible to take CE courses because they are not counted

in the average daily membership (ADM) of the high school.

12. Can students retained for a fifth year of HS to take CE courses?

Fifth year students are not eligible to participate in CE. Fifth year students do not receive

WPU funding and, therefore, do not meet the requirement for eligibility under R277-701.

13. How much will this cost?

A student may be assessed a one-time admission fee per college or university. A student

may be charged partial tuition, up to $30 per credit hour, for each concurrent enrollment

course for which the student receives college credit. Colleges or universities may charge a

concurrent enrollment student who qualifies for free or reduced-price school lunch partial

tuition of no more than $5 per credit hour for each concurrent enrollment course for which

the student receives college credit.

14.Are there deadlines for concurrent enrollment registration?

Yes. A student must be admitted and registered for CE prior to college deadlines. Failure to

do this will result in a loss of opportunity to take the course.

15. How many courses can a student enroll in?

A student is limited to a total of 30 CE credits per school year. A student will be charged

tuition at the college rate for any course placing the total over 30 credits.

16. When is the latest a student can add or drop/withdraw from a course without be-

ing penalized?

All entrance and course withdrawal dates are set by each college or university. A student

must abide by these deadlines—no exceptions allowed. For information on these dead-

lines, go to the college concurrent website or talk with a high school CE coordinator.

17.Will CE credits transfer to other institutions?

All credits are accepted by all in-state public higher education institutions. How credit trans-

fers is determined by the receiving institution’s transfer credit policies and by academic

departments. To be sure you know how your class(es) will transfer, speak to a transfer credit

advisor on campus to which you will transfer credit. If the student transfers to a private or

out-of-state institution, credit awarded will be at the discretion of the institution.

CONCURRENT ENROLLMENT

18. How would concurrent enrollment credit affect my ability to obtain a scholarship?

Numerous scholarships are based on new student entry into higher education. If a student

exceeds 60 credit hours on a college transcript, he/she may be viewed as a student of high-

er standing and not qualify for an entry scholarship to college. Talk to the college your stu-

dent is planning to attend to find out about scholarship eligibility.

19. How can a student find more information about a course?

A student should speak with a high school counselor or CE coordinator, or go to the college

concurrent website for more information.

20. New What role do LEAs and USHE institutions have regarding supporting stu-

dents in CE participation?

1. All students should be informed about the CE opportunities in their high school.

Whenever possible, both high school sand institutions should provide students and

parents with information about the CE program.

2. While certain CE courses have prerequisite conditions set by the institution, LEAs and

USHE institutions should evaluate all CE offerings to ensure there are no unnecessary

or discriminatory enrollment conditions (Board Rule 277-701 states, “a middle school

or high school shall provide all course registration opportunities to each student…may

consider academic readiness but may not require prerequisites” that prevent students

from accessing CE course enrollment).

3. LEAs and USHE institutions should also work together to provide academic and student

services supports to all students enrolled in CE courses necessary for student success.

21. What if the course is too difficult?

At the first sign of difficulty, a student should communicate with the teacher, counselor

and/or CE coordinator about obtaining extra help. CE withdrawals or drops must take place

in accordance with the college deadlines, or the student will receive the grade earned.

22. What if a student does not want to attend the college where the concurrent cred-

it is being offered?

CE credit is transferable to all in-state public institutions, and to some private schools and

out-of-state institutions on a case-by-case basis. A student should check with the college

or university of his/her choice to see if elective CE credit will align with his/her degree pro-

grams. A student who wants concurrent credit transferred to another USHE institution must

initiate that process by contacting the registrar’s office of the college or university where

the credit was earned and request a transcript.

23. Can a student get an associate’s degree while still in high school?

Yes. A student can earn an associate’s degree by earning AP, CE, IB and Early College credit.

The high school counseling staff should work closely with a student to chart a sequence of

courses. This planning should begin as early as ninth grade.

24. New Can a student use concurrent courses to fulfill the requirements for the Op-

portunity Scholarship?

Yes. The requirements for this state scholarship include completion of 1 Math, 1 Science,

and 1 Language Arts CE, AP, or IB course. Ask your counselor to confirm the CE courses

you select fit one of these categories. See details at https://ushe.edu/state-scholarships-aid/

opportunity-scholarship/.

25. Can a student use concurrent enrollment courses to fulfill the NCAA requirements?

NCAA requirements change on a yearly basis. A student should work closely with his/her

high school counselor to make sure his/her CE courses are approved.

26. How does the student receive his/her final grades?

Grades are posted at the end of the course on both high school and college transcripts. To

obtain a college transcript, a student must contact the institution to request a transcript.

27. Can a private school participate in the state concurrent enrollment program by

purchasing seats from a public high school?

Funds appropriated to the USBE by the legislature for concurrent enrollment are allocated

to LEAs and USHE institutions only. Private schools are not eligible for these funds nor are

private school students. A private school cannot purchase seats from LEAs for their private

school students. Private schools can enter into a contract with USHE institutions. to provide

concurrent enrollment services to their private school students.

28. What are the higher education institutions that participate in Concurrent

Enrollment?

Utah Tech University: https://concurrent.utahtech.edu/

Salt Lake Community College: https://www.slcc.edu/concurrentenrollment/

Southern Utah University: https://suu.edu/concurrent

Snow College: https://www.snow.edu/academics/concurrent/

University of Utah: https://us.utah.edu/ames

Utah State University: http://concurrent.usu.edu/

Utah Valley University: http://www.uvu.edu/concurrent

Weber State University: http://weber.edu/concurrent

CONCURRENT ENROLLMENT

BLANK PAGE

INSIDE OF BACK COVER

250 East 500 South

P.O. Box 144200

Salt Lake City, UT 84114-4200

Sydnee Dickson, Ed.D.

State Superintendent of Public Instruction