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California Exemplary Dual Enrollment Award

Recognizes schools for their exemplary dual enrollment programming that provides opportunities to enroll in and earn college credits while in high school. Schools selected for this award demonstrate quality, equity driven dual enrollment programs.

Program Description

The High School Innovations and Initiatives Office will introduce the first annual Exemplary Dual Enrollment Awards Program beginning in the 2022–23 school year. The purpose of this award program is to identify and recognize schools that have exemplary dual enrollment programs and to allow these schools to share their exemplary programs and practices which have contributed to their success. This award will encourage other schools to strengthen and expand their dual enrollment offerings especially associated with inclusion of students of color, socially-economically disadvantaged and first in the family to attend college.

Eligibility Requirements

All comprehensive high schools with dual enrollment programs are eligible to apply for the 2022–23 California Department of Education (CDE) Exemplary Dual Enrollment Award. Early and Middle Colleges and alternative education schools will be eligible to apply for the 2023–24 year. We will alternate years so that eligible comprehensive high schools with dual enrollment programs and Early and Middle Colleges and alternative education schools will apply for the California Exemplary Dual Enrollment Award once every two years. Schools recognized as a California Exemplary Dual Enrollment Awardee will hold the title for two years.

Schools must demonstrate and provide evidence of:

  • College partnership(s)
  • Equity
  • Integration with college and district plans and frameworks
  • Dual credit for high school graduation
  • Outcome data
  • Pathways
  • Student supports

Application Procedures and Processes

Timeline of Activities

Date Activity

September 16, 2022

Request for Applications Release Date

November 30, 2022

Applications must be received at the CDE, by 4:00 p.m. Pacific Standard Time (PST)

December–January 2023

Review of Applications

January 2023

Exemplary Dual Enrollment Awardees Announced

Application Due Date

The Exemplary Dual Enrollment Award application and supporting documents must be received by the CDE on or before Wednesday, November 30, 2022, by 4:00 p.m. PST, per the Application Submission Procedures (see below).

Application Submission Procedures

The application will require applicants to provide a narrative and attach evidence.

Applicants shall submit the award application via an online application process. To complete and submit the online 2022–23 Exemplary Dual Enrollment Award application, visit:

Complete and submit the online 2022-23 Exemplary Dual Enrollment Award application

To upload your evidence file, select the file icon on the online application, and browse for your file in the dialog that appears. When it has uploaded successfully, a unique ID will appear in the box. Files must be in PDF format and less than 20MB. Upload a single file that includes all required evidence. Do not submit your application until your evidence file is uploaded.

If you have file upload questions, please email ExemplaryDualEnrollmentAward@cde.ca.gov.

For questions, email the Exemplary Dual Enrollment Award email box at ExemplaryDualEnrollmentAward@cde.ca.gov.

Incomplete and Late Applications:

Incomplete or late applications will not be considered.

Application Review:

Each application will be reviewed by the CDE, the California Community College Chancellor’s Office, the California Coalition of Early and Middle Colleges, and the Career Ladders Project. The application will be scored using a rubric. The application review process will occur during the months of December 2022 and January 2023.

Application Questionnaire:

Please limit your narrative to 1,500 characters.

  1. Provide an overview of your dual enrollment program, including the vision, structure, and student population strategically served by your program.
  2. One characteristic of exemplary dual enrollment programs is a strong, collaborative relationship between the high school, the college, families, community members, and industry partners. Describe your partnership(s) and include two artifacts of evidence, such as shared resources, shared staffing, shared professional development, collaboration processes, Memorandum of Understanding, board policies, and/or commitment letters.
  3. Exemplary dual enrollment programs provide equitable access and demonstrate equitable outcomes. Explain how your dual enrollment program mirrors the student population, how underserved populations are overrepresented, or how your program is making progress towards more equitable participation and outcomes. Include evidence such as, disaggregated enrollment and course success data, number of college units per students, and if applicable, local goal setting strategies to increase service to underserved students.
  4. Describe how your dual enrollment program is integrated with college and district plans and/or framework and how your program is part of a strategic, systemic approach to increasing college going and completion as evidenced by integration in strategic plans, Local Control and Accountability Plan, education master plan, board commitment, and/or guided pathways design.
  5. Explain the policy or procedure your school utilizes to convert college credits to high school credits. Attach one artifact of evidence such as a board or school policy and/or student transcript without name.
  6. Explain how shared student data is utilized by the high school and college to review and improve dual enrollment. The evidence should demonstrate how outcome data clearly shows evidence of equitable high achievement levels for success, promoted by data-sharing process, highlighted by factors such as degrees, certificates, grade point average, course completion, number of units for all student subgroups of school population when compared to general population of high school and community college. Attach no more than two artifacts of evidence of collaborative review of data by partners, such as meeting minutes, shared data reports, or data dashboards.
  7. Describe your dual enrollment program pathway design. Include evidence of a structured, well-sequenced series of courses leading to certificates, degrees, and/or transfer in a pathway or pathways.
  8. Promising practice shows that student support is embedded in the dual enrollment classes and not an extra. Describe how student supports are embedded in your dual enrollment program. In your narrative, include job descriptions for dual enrollment support positions, processes for academic intervention when needed, embedded schedule of support, and/or survey results or testimonials. Student support is not limited to the high school level; examples of student support at the college level are acceptable evidence.

Scoring Rubric

Overview Scoring

Exemplary
(5 points)
Promising
(4 points)
Emerging
(3 points)
Limited
(1–2 points)
No evidence
(0 points)

Overview is exemplary and clearly shows the vision, context, structure, and student population served in the dual enrollment program.

Overview is comprehensive and clearly shows the vision, context, structure, and student population served in the dual enrollment program.

Overview is sufficient and shows the context, structure, and student population served in the dual enrollment program.

Overview is limited in showing the context, structure, or student population served in the dual enrollment program.

Overview does not show the context, structure, and student population served in the dual enrollment program.

Partnerships Scoring

Exemplary
(13–15) points
Promising
(10–12 points)
Emerging
(7–9 points)
Limited
(1–6 points)
No evidence
(0 points)

Evidence demonstrates exemplary, well-defined partnerships between school, district, college, families, and community organizations/ industry partners.

Evidence demonstrates promising, well-defined partnerships between school, district, college, families, and community organizations.

Evidence demonstrates emerging, defined partnerships between school, district, college, families, and community organizations.

Evidence demonstrates limited partnerships between school, district, college, families, and community organizations.

No evidence of partnerships between school, district, college, families, and community organizations.

Equity Scoring

Exemplary
(13–15) points
Promising
(10–12 points)
Emerging
(7–9 points)
Limited
(1–6 points)
No evidence
(0 points)

Evidence shows exemplary commitment, recursive process and evidence that disproportionately impacted students are being equitably served and there are no opportunity gaps.

Evidence indicates a commitment to ensure disproportionately impacted students are being equitably served and opportunity gaps are being narrowed over time.

Evidence indicates that the partnership is making some progress in addressing disproportionality in who is being served and who succeeds in dual enrollment.

Some evidence was provided that partnership is working to address disproportionality in who is being served and who succeeds in dual enrollment.

No evidence was demonstrated.

Integration Scoring

Exemplary
(13–15) points
Promising
(10–12 points)
Emerging
(7–9 points)
Limited
(1–6 points)
No evidence
(0 points)

Evidence shows exemplary integration of dual enrollment programs in policy and plans at the school, district, and college levels.

Evidence shows promising integration of dual enrollment programs in policy and plans at the school, district, and college levels and a commitment to fully integrate.

Evidence shows emerging integration of dual enrollment program in policy and plans at the school, district, and college levels.

Evidence shows limited integration of dual enrollment program in policy and plans at the school, district, and college levels.

Evidence shows no integration of dual enrollment program in policy and plans at the school, district, and college levels.

Dual Credits Scoring

Exemplary
(13–15) points
Promising
(10–12 points)
Emerging
(7–9 points)
Limited
(1–6 points)
No evidence
(0 points)

All college coursework counts for subject-alike high school credit while receiving honors grade weighting/desig-nation.

Some college coursework counts for subject-alike high school credit and some counts for elective credit. Some courses receive honors grade weighting.

Some college coursework counts for subject-alike high school credit and some counts for elective credit.

College coursework counts for high school elective credit but does not receive subject-alike credit.

College coursework does not count for high school credit.

Outcomes Scoring

Exemplary
(13–15) points
Promising
(10–12 points)
Emerging
(7–9 points)
Limited
(1–6 points)
No evidence
(0 points)

Evidence clearly demonstrates a strong data sharing process and trends toward equitable high achievement levels for success factors.

Evidence clearly contains a data sharing process and promising trends toward equitable high achievement levels for success factors.

Evidence contains an emerging data sharing process and emerging evidence of equitable success but some gaps in success factors for all subgroups.

Evidence contains a limited data sharing process and equity gaps in some subgroups for some success factors.

Evidence does not show a data sharing process and contains evidence of equity gaps in access and success for all subgroups.

Pathway Scoring

Exemplary
(13–15) points
Promising
(10–12 points)
Emerging
(7–9 points)
Limited
(1–6 points)
No evidence
(0 points)
Evidence shows exemplary, well-defined pathways leading to a transfer or to completion of a certificate or degree, aligned with student interests and regional labor market indicators. Evidence shows promising, well-defined pathways leading to transfer or to completion of a certificate or degree, aligned with student interests and/or local labor market indicators. Evidence shows emerging, defined pathways leading to transfer or to completion of a certificate or degree, aligned with student interests or local labor market indicators. Evidence shows limited pathways leading to transfer or to completion of a certificate or degree. There is no evidence of pathways leading to transfer or to completion of a certificate or degree.

Student Supports

Exemplary
(13–15) points
Promising
(10–12 points)
Emerging
(7–9 points)
Limited
(1–6 points)
No evidence
(0 points)
Student supports are embedded and differentiated. Staff are designated to support students in dual enrollment. Partners share responsibility for student success. Student supports are embedded and differentiated. Staff are designated to support students in dual enrollment. Student supports are embedded and differentiated. Student supports are offered. Student supports are not evident.
Questions:   High School Innovations and Initiatives Office | ExemplaryDualEnrollmentAward@cde.ca.gov | 916-319-0893
Last Reviewed: Thursday, September 29, 2022