<html><body><div style="color:#000; background-color:#fff; font-family:garamond, new york, times, serif;font-size:14pt">Thanks to Ann for getting this very provision enacted last year for Ohio PSEO.<br>Anne<br><div><span><br></span></div><div><br></div><blockquote style="border-left: 2px solid rgb(16, 16, 255); margin-left: 5px; margin-top: 5px; padding-left: 5px;"> <div style="font-family: garamond, new york, times, serif; font-size: 14pt;"> <div style="font-family: HelveticaNeue, Helvetica Neue, Helvetica, Arial, Lucida Grande, sans-serif; font-size: 12pt;"> <div class="y_msg_container"> <hr size="1"><font face="Arial" size="2"><b><span style="font-weight:bold;"></span></b></font><br>The Education Commission of the States has released a report on model dual-enrollment policies to guide state policymakers.<br>It contains thirteen "components" (i.e. policy recommendations). They all look good to me. Below is the one that caught my
eye:<br><br>Margaret<br><br><br>Component<br>2<br>:<br>Student eligibility requirements<br>are based on demonstration of ability to access college-<br>level content (i.e., college placement exams)<br><br>Eligibility for dual<br>enrollment should hinge on demonstrated academic abilities, not bureaucratic<br>procedures or information that is not directly related to a student� academic abilities or plan of study.<br>Moreover, districts should not depend on difficult-to-measure student attributes determined by school,<br>district or postsecondary staff, such as�bility to benefit,��aturity�or �otivation.�States should also be wary of predicating student eligibility<br>entirely on local board or institutional<br>policies, as local variations in expectations may create barriers in one community that do not exist in<br>another one. Access is improved when policies are easy to understand, minimize bureaucratic<br>procedures and are consistently
implemented.<br><br>Eligibility requirements should be based on quantifiable, reliable and valid indicators of a student�<br>ability to succeed in a postsecondary course. Also, eligibility criteria should mirror those<br>criteria otherwise expected for students who are not in high school. Why would the prerequisite requirements<br>for College Algebra differ for high school students and adult students? Similarly, eligibility requirements<br>should be the same regardless of whether a student is accessing the course at the postsecondary<br>campus or at his/her high school.<br><br>Eligibility criteria should not have their basis in non-cognitive factors<br>such as a student� age or academic standing.<br></div> </div> </div> </blockquote><div></div> </div></body></html>