Dual credit is a process, dual credit is a tool, and dual credit is a solution. Dual credit amplifies the usefulness and applicability of the 11th and 12th grades, maximizes state and local educational resources, and provides a platform that fosters secondary and postsecondary collaboration and interdependence. By aligning program content and reducing curricular duplication, dual credit impacts the way educators, students and institutions connect. It builds on the cooperation developed through previous articulation structures and raises interaction to a higher level. Secondary-to-postsecondary program linkages are strengthened and what develops is a truly seamless program that engages faculty at both levels in the structuring, planning, and teaching of a truly integrated program of study.
Dual Credit – An instructional arrangement where an academically qualified student currently enrolled in high school enrolls in a college-level course and, upon successful course completion, concurrently earns both college credit and high school credit (see ICCB Rule 1501.507(b)(11)-Credit Hour Claims).
Dual Credit Endorsement for High School Teachers – A Dual Credit Endorsement, as designated in 110 ILCS 27/Dual Credit Quality Act, is an endorsement valid for grades 11-12 to be placed on the Professional Educator License (PEL) at the request of an instructor who meets the appropriate credential standards.
Dual Enrollment – An academically qualified student who is still enrolled in high school also enrolls in a college level course at the community college. Upon successful course completion the student exclusively earns college credit. No high school credits are earned.
Model Partnership Agreement (default agreement)
Based upon mandates in Section 16 of the Dual Credit Quality Act (DCQA), the Illinois Community College Board and the Illinois State Board of Education was charged to establish a committee to develop a Model Partnership Agreement (MPA) to serve as a default agreement for local high schools and community colleges as they negotiate dual credit arrangements for students. These MPA provisions are made available in the event that local agreement between a school district and community college cannot be reached. Furthermore, the agreement may be modified / utilized to help formulate existing agreements, and specific portions of the agreement may be used in the event of issue-specific impasses. Community Colleges are still encouraged to continue to develop their own local agreements with their local districts to develop partnerships that benefit the students served by dual credit. The MPA is required only in instances where a local agreement cannot be reached.
The following documents are available below and under “Resources” (to the right) to assist partnerships when a local arrangement cannot be agreed upon.
1. Model Partnership Agreement Form with signed letter
2. Associated Exhibits of the Model Partnership Agreement
3. MPA FAQ document
4. Model Partnership Agreement and Associated Exhibits
For more information, visit the CTE Website.