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Home » Student Success » Support Programs » Dual Credit Programs

Dual Credit Programs

New 2019-2020 RSEVF

Here is the new RSEVF form that includes FRPL section. See form in Running Start or Communications tabs.

What's New in Dual Credit?

Read updates on Academic Acceleration Apportionment, deadlines, fee waivers and more here

Contact Information

Multiple Pathway/Dual Credit

Jason Boatwright
360-725-0436

Test Fee Waivers for 2019-2020

The Test Fee Program for FRPL students will continue for the 2019-2020 school year. OSPI will cover AP, IB, and CI test fees for FRPL students. These fee waivers cannot be used to pay late registration fees.

What is Dual Credit?

Dual Credit provides students with the potential to earn high school and college credit at the same time. Dual credit options can be course or exam based. These options include: Advanced Placement (AP), Cambridge International (CI), International Baccalaureate (IB) courses with exams, Running Start, College in the High School (CHS), and Career and Technical Education (CTE) Dual Credit. These tests or courses may result in college course credit.

Why Dual Credit?

In today's world, two-thirds of all jobs require some post-high school training or education. Taking dual credit is connected to higher high school graduation rates, college enrollment, and degree completion.

Exam-Based Dual Credit

Exam based dual credit allows a student to take an exam (AP, IB or CI) and apply to receive college credit with a score of 3 or better (for AP), a score of 4 or better (IB), and E or better (CI).

The Advanced Placement (AP) program allows students to take rigorous college-level courses while still in high school. Students may earn college credit and/or advanced placement into upper-level college courses by taking AP exams. Many colleges and universities recognize AP courses when making admissions decisions.

Advanced Placement Brochure
Find an overview of the program, course list, who to contact and more. Here’s a short history of AP in Washington State (PDF).

AP Test Score Dual Credit Look Up Tool
This tool is provided by the Washington Student Achievement Council and allows students to understand how their high school AP & IB exam scores will apply as college credit at Washington state higher education institutions. More information about the dual credit policies at Washington colleges can be found at WSAC’s College Credit in High School website.

College Board

The College Board helps students access post-secondary education and make the transition from high school to college.
AP for Students ǀ You Can Go ǀ Webinar series for parents ǀ AP Course Ledger
AP for Education Professionals ǀ AP Central

Start an AP Program or Course

Program Essentials for Schools
Smart suggestions for educators who want to launch an AP program in their school.

How to Start an AP Course
From the College Board — seven steps from course selection to launch.

Advanced Placement FAQ

AP/IB/CI FAQ

Qualifying low-income students pay no fees on AP exams. Students must be eligible for AP testing offered through the College BoardInternational Baccalaureate Organization and Cambridge International Examinations.

Student Eligibility

The Washington program recognizes five methods for determining student eligibility. AP/IB coordinators are required to document student eligibility. Coordinator procedures are outlined by program.

Five Methods for Determining Student Eligibility

Eligible students qualify for the Test Fee Program through one of the following methods:

  • Free Lunch Program: The parent or guardian has filled out an application, and they are approved for the free lunch program. (Their income is 130% or less of the poverty level figures on the U.S. Department of Health and Human Services Poverty Level Tables.) These are the lowest income families at or below the poverty level.
     
  • Reduced Lunch Program: The parent or guardian has filled out an application and they are approved for the reduced lunch program. (Their income is 131% to 185% of the poverty level figures on the U.S. Department of Health and Human Services Poverty Level Tables.) These are low-income families at or below the poverty level.
     
  • Social Security Program: The student’s family receives assistance under Part A of Title IV of the Social Security Act.
     
  • Medicaid Program: The student is eligible to receive medical assistance under the Medicaid program under Title XIX of the Social Security Act.
     
  • Declaration of Income: If a student would like to be considered for the AP Test Fee Program, but he or she is not a participant in the Free and/or Reduced Price Lunch Program, Part A of Title IV of the Social Security Act, or the Medicaid program under Title XIX of the Social Security Act, he or she may still qualify by having the parent/guardian certify that the student’s family taxable income does not exceed the 2019-20 Annual Low-Income Levels. If this method is used, the parent/guardian must sign the Low-Income Student Verification Form 1616.

Documenting Student Eligibility

The AP/IB coordinator verifies the eligibility of each individual student using any of the approved methods listed above. A hard copy of student eligibility and supporting documentation is to be kept in a confidential file at the local level. Documentation of student eligibility records are subject to audit.

Data and Reports

AP/ SAT/ PSAT Exams — Trend Data for Washington State

Exam data and percent change that includes breakouts by gender, ethnicity, grade distribution, and those students who take advantage of the fee reduction program (PDF format).

College Board Exams

Summary by High School
SAT, SAT Subject Tests, AP , PSAT/NMSQT 

Summary by District
SAT, SAT Subject Tests, AP, PSAT/NMSQT

The 35 IB World Schools in Washington state offer programming that develops the intellectual, personal, emotional, and social skills young people need to live, learn, and work in a connected, highly diverse world. These are challenging, rigorous courses of study, open to students aged 3 to 19 years. OSPI has created a International Baccalaureate Brochure

Many colleges and universities recognize IB courses as they make admissions decisions. Students who take IB exams have the chance to earn college credit or advanced placement, or both, within upper-level college courses

International Baccalaureate website

Find an overview of the program, course list, who to contact and more.

IB Test Score Dual Credit Look Up Tool

This tool is provided by the Washington Student Achievement Council and allows students to understand how their high school AP, IB, and CI exam scores will apply as college credit at Washington state higher education institutions. More information about the dual credit policies at Washington colleges can be found at WSAC’s College Credit in High School website.

Start an IB Program

Become and IB School

Learn what it takes to offer IB programs at your school.

Professional Development

Prepare your teachers for the rigors of delivering an IB course.

IB FAQ

AP/IB/CI FAQ

Qualifying low-income students pay no fees on exams. Students must be eligible for testing offered through the College BoardInternational Baccalaureate Organization and Cambridge International Examinations.

Student Eligibility

The Washington program recognizes five methods for determining student eligibility. AP/IB coordinators are required to document student eligibility. Coordinator procedures are outlined by program.

Five Methods for Determining Student Eligibility

Eligible students qualify for the Test Fee Program through one of the following methods:

  • Free Lunch Program: The parent or guardian has filled out an application, and they are approved for the free lunch program. (Their income is 130% or less of the poverty level figures on the U.S. Department of Health and Human Services Poverty Level Tables.) These are the lowest income families at or below the poverty level.
     
  • Reduced Lunch Program: The parent or guardian has filled out an application and they are approved for the reduced lunch program. (Their income is 131% to 185% of the poverty level figures on the U.S. Department of Health and Human Services Poverty Level Tables.) These are low-income families at or below the poverty level.
     
  • Social Security Program: The student’s family receives assistance under Part A of Title IV of the Social Security Act.
     
  • Medicaid Program: The student is eligible to receive medical assistance under the Medicaid program under Title XIX of the Social Security Act.
     
  • Declaration of Income: If a student would like to be considered for the AP Test Fee Program, but he or she is not a participant in the Free and/or Reduced Price Lunch Program, Part A of Title IV of the Social Security Act, or the Medicaid program under Title XIX of the Social Security Act, he or she may still qualify by having the parent/guardian certify that the student’s family taxable income does not exceed the 2019-20 Annual Low-Income Levels. If this method is used, the parent/guardian must sign the Low-Income Student Verification Form 1616.

Documenting Student Eligibility

The AP/IB coordinator verifies the eligibility of each individual student using any of the approved methods listed above. A hard copy of student eligibility and supporting documentation is to be kept in a confidential file at the local level. Documentation of student eligibility records are subject to audit.

The Cambridge International (CI) program allows students to take rigorous college-level courses while still in high school. Students may earn college credit and/or advanced placement into upper-level college courses by taking CI exams. Many colleges and universities recognize CI courses when making admissions decisions.

Cambridge International Website

Find an overview of the program, course list, who to contact and more. 

CI Test Score Dual Credit Look Up Tool

This tool is provided by the Washington Student Achievement Council and allows students to understand how their high school AP, IB, and CI exam scores will apply as college credit at Washington state higher education institutions. More information about the dual credit policies at Washington colleges can be found at WSAC’s College Credit in High School website.

Start a CI Program

Program Essentials for School

Learn the different CI levels based on grade and age.

Cambridge Professional Development Qualifications

Prepare your teachers for the rigors of delivering a CI course.

CI FAQ

AP/IB/CI FAQ

Qualifying low-income students pay no fees on exams. Students must be eligible for testing offered through the College BoardInternational Baccalaureate Organization and Cambridge International Examinations.

Student Eligibility

The Washington program recognizes five methods for determining student eligibility. AP/IB coordinators are required to document student eligibility. Coordinator procedures are outlined by program.

Five Methods for Determining Student Eligibility

Eligible students qualify for the Test Fee Program through one of the following methods:

  • Free Lunch Program: The parent or guardian has filled out an application, and they are approved for the free lunch program. (Their income is 130% or less of the poverty level figures on the U.S. Department of Health and Human Services Poverty Level Tables.) These are the lowest income families at or below the poverty level.
     
  • Reduced Lunch Program: The parent or guardian has filled out an application and they are approved for the reduced lunch program. (Their income is 131% to 185% of the poverty level figures on the U.S. Department of Health and Human Services Poverty Level Tables.) These are low-income families at or below the poverty level.
     
  • Social Security Program: The student’s family receives assistance under Part A of Title IV of the Social Security Act.
     
  • Medicaid Program: The student is eligible to receive medical assistance under the Medicaid program under Title XIX of the Social Security Act.
     
  • Declaration of Income: If a student would like to be considered for the AP Test Fee Program, but he or she is not a participant in the Free and/or Reduced Price Lunch Program, Part A of Title IV of the Social Security Act, or the Medicaid program under Title XIX of the Social Security Act, he or she may still qualify by having the parent/guardian certify that the student’s family taxable income does not exceed the 2019-20 Annual Low-Income Levels. If this method is used, the parent/guardian must sign the Low-Income Student Verification Form 1616.

Documenting Student Eligibility

The AP/IB coordinator verifies the eligibility of each individual student using any of the approved methods listed above. A hard copy of student eligibility and supporting documentation is to be kept in a confidential file at the local level. Documentation of student eligibility records are subject to audit.

Course-Based Dual Credit

In course based dual credit (concurrent enrollment), a student enrolls in a class that has the potential to earn both high school and college credit. Course based dual credit classes can be offered at the college (Running Start) or at the high school (CHS and CTE).

Running Start is intended to provide students a program option consisting of attendance at certain institutions of higher education and the simultaneous earning of high school and college/university credit. Running Start was initiated by the Legislature as a component of the 1990 parent and student Learning by Choice Law.

Students in grades 11 and 12 are allowed to take college courses at Washington's community and technical colleges, and at Central Washington University, Eastern Washington University, Washington State University, and Northwest Indian College.

Running Start students and their families do not pay tuition, but they do pay college fees and buy their own books, as well as provide their own transportation. Students receive both high school and college credit for these classes and; therefore, accelerate their progress through the education system. The exercise of that right is subject only to minimal eligibility and procedural requirements, which are spelled out in state administrative rules. See RCW 28A.600.300 for more information.

Update on the Running Start 1.20 FTE Limitation for 2019–20

Running Start Reimbursement Rates

School Year

Non-vocational Rate

Vocational Rate

2017–18

$6570.44

$7459.38

2018–19

$8135.13

$9059.51

2019–20

$8503.15

$9470.11

Start a Running Start Program

Running Start College Contact Info

Contact your local college to learn more about the courses they offer through running start.

If you are a parent or student interested in learning how to get started, check out our How to Enroll In Running Start Guide.

RSEVF (Running Start Enrollment Verification Form)

A RSEVF must be completed for each student participating in running start

 

Running Start FAQ

2019 Running Start FAQ

Running Start Tuition Assistance

Student who qualify for free and reduced-price lunch may receive tuition and fee waivers from the college. Please contact the college’s running start coordinator to see if you may qualify for these waivers.

College in the high school courses are college level courses taught by high school teachers in the high school. Colleges partner with high schools to approve teachers and ensure rigor is comparable to that taught on the college campus. Students have the option of earning college credit while completing these courses.

Colleges that offer CHS Programs

Find out which colleges offer CHS programs. 

Start a CHS Program

Program Essentials for School

Learn how to start a CHS program at your school.

CHS FAQ

College in the High School FAQ

CHS Tuition Assistance

Washington State has a tuition subsidy for students choosing to participate in CHS courses. This tiered subsidy is available to schools who are:

  1. 20+ miles from a college that offers running start courses
  2. Schools that receive low school funding
  3. Schools that have a high FRPL population

Subsidies are not guaranteed, and students should speak with their counselor to see if their school participates in the subsidy program.

CTE dual credit courses are taught at the middle and high school by middle/high school teachers and are approved by colleges that partner with the high school. High schools and colleges enter in to consortium agreements that ensure courses taken lead to, prepare students for, and can lead to credit for college courses. These courses fall within a career pathway and can move a student towards completion of a certificate or degree in that field.

CTE Statewide Course Equivalencies

 See which high school CTE courses match with college subjects

CTE Essentials

Everything you need to know for students, Teachers, and Business

Start a CTE Program

Program of Study Approval

Steps for establishing a new CTE program

OSPI CTE Webpage

Find everything you need related to CTE programming

Professional Development

What does it take to teach CTE courses?

Tools

Regardless of your level of interest in Dual Credit, you can find the resources to answer any of your questions below.

Dual Credit System Improvement Guide Updated August 2018

 

Use the materials on this webpage to learn more about different dual credit programs and/or inform others about these opportunities.

Communications from OSPI

2019-2020 New RSEVF Bulletin 049-19

2019-2020 New Running Start Enrollment Verification Form (RSEVF)

2019-2020 Spring Quarter Eligibility Adjustment Form (SQEAF)

Advanced Placement

Cambridge International

International Baccalaureate

Washington College Access Network

Washington Student Achievement Council

Program Specific FAQ documents

Most Commonly Asked Questions about Dual Credit

Students who take a class, either in the high school, skill center or at a college, which has the potential to earn high school and college credit, are considered to be enrolled in a “dual credit” class.

  • Some courses (Career and Technical Education [CTE] Dual Credit, College in the High School and Running Start) allow students to earn college credit through completing the course.
  • Other courses (Advanced Placement [AP], Cambridge International [CI] and International Baccalaureate [IB]) give students the potential to earn college credit through passing a standard exam or series of exams.

As of 2018, roughly 2/3 of all jobs require some post-high school education or training. Research shows that taking dual credit courses is related to higher high school grades and graduation rates, and increases in college enrollment and degree completion. Dual credit may also help students gain academic skills needed for success in college and can provide students with confidence that they are ready for college.

Shapiro, D., Dundar, A., Wakhungu, P. K., Yuan, X., Nathan, A., & Hwang, Y. (2016). Time to degree: A national view of the time enrolled and elapsed for associate and bachelor’s degree earners (Signature Report No. 11). Retrieved from National Student Clearinghouse, Research Center website: https://nscresearchcenter.org/signaturereport11/

Regarding student readiness:

  • Taking rigorous coursework in an area of interest and/or skill can increase a student’s success.
  • Taking dual credit courses that have exams (AP/IB/CI) gives students a chance to try a college preparatory course and either not take the exam or not send the score if s/he doesn’t want to.
  • There is more potential for earning actual college credit, and also some risk, with Running Start and College in the High School since the student actually starts an official college transcript by taking college courses.
    • There is also potential for future impacts on federal and state financial aid for students who start earning college credits as early as 10th grade. See the Running Start FAQ for more information.


Regarding transfer of college credits or exam scores:

  • The Washington Student Achievement Council (WSAC) maintains a document that compares program information, costs, and other variances between the different dual credit programs.
  • The WSAC Dual Credit Lookup Tool allows students to compare how their AP/IB exam scores will transfer in to any of Washington’s 2/4-year colleges.
  • The Washington 45 is a list of college courses that students can take via Running Start or possibly College in the High School that are the most likely courses to transfer into any public 2/4-year college in Washington.
  • Each college maintains its own webpage dedicated to “transfer credit”, which is the term most colleges use when referring to “dual credit”. Going directly to the college where the student wants to enroll will guarantee the most accurate information.

(see the Resources link on the OSPI Dual Credit webpage for more information)

While most federal and state-funded resources are available to students who qualify for free or reduced lunch, students should always ask their counselor if there are any other school or community based resources that can help.

For all dual credit programs, schools annually receive Academic Acceleration Incentive Program funds based on the previous year’s dual credit course enrollment. These funds can be used to help students with the costs any dual credit program.

For college preparatory courses with exams (AP/IB/CI):

  • Washington’s test fee program provides funding each year to reduce the cost of AP/IB/CI exams for students who qualify for free and reduced lunch.
  • Schools can also use Federal Title IV funds to help with test fees.

For concurrent enrollment courses through College in the High School (CHS):

  • Students who qualify for free or reduced lunch and are enrolled in qualifying high schools that have applied for state-funded subsidies (using iGrant #732, due July 1 annually) can get 5-10 college credits covered by subsidies.

For concurrent enrollment courses through Running Start:

  • Colleges must make available fee waivers for students who qualify for free or reduced lunch.
  • Many colleges also provide assistance with books for low-income students.

Running Start is unique because it takes place on a college campus (except in cases where a student is doing college courses on-line). Ideally, students will enroll beginning with the fall term so as to maximize eligibility. Depending upon the college and high school’s process, enrollment for the fall quarter/semester can begin as early as February of the same calendar year. Interested sophomores and juniors should begin asking for information by January of the same year in which they want to enroll in Running Start.

Interested students should start by meeting with their high school counselor. The high school counselor will help the student determine:

  1. if Running Start fits with the student’s interests, skill level and High School and Beyond Plan,
  2. what courses the student can take that will meet high school graduation requirements,
  3. what the eligibility, orientation and registration processes entail, and
  4. what, if any, resources may be available to help with the costs of fees, books and transportation.


At any time, interested students can also go to the college’s website, type Running Start into the search box, and explore what the college’s eligibility, orientation and enrollment processes entail.

Research shows that two-thirds of all jobs necessitate some level of post-high school training or education, and that taking dual credit in high school can lead to higher graduation rates, increased college enrollment and degree completion, and higher student college-going self-confidence.

  • Students who take any dual credit course at some point during the school year.
  • Students who take a dual credit course but do not earn a passing grade.
  • Students who take a dual credit course but do not choose to take the exam.
  • Students who take a dual credit course but do not choose to earn the college credit.

OSPI’s data comes from CEDARS and what you report using your Student Information System.

When you look at your dual credit data it will include all students who completed a dual credit course as identified with the course designator tied to the dual credit program (see OSPIs Transcript Manual for description). One thing to look out for is if all course designators are coded correctly. With CTE Dual Credit in particular, the “T” course designator is used only if there is a current articulation agreement in place with a sponsoring college.

Federal-Level Every Student Succeeds Act (ESSA)

ESSA Webinar Video | Presentation | Spanish Presentation

  • Every Student Succeeds Act (ESSA) is the reauthorization of the federal government's Elementary and Secondary Education Act (ESEA).
  • ESSA will be fully operational in the 2018-19 school year.
  • Read the Approved ESSA Consolidated Plan

Excerpts from the ESSA Consolidated Plan on Dual Credit

Our ESSA plan addresses opportunity gaps in the education system, and it works to promote equitable access and opportunity for all Washington students. Our responsibility as educators is to prepare every student - regardless of background, household income, or race/ethnicity - for post‐secondary aspirations, careers, and life. That means looking closely at a more comprehensive set of student success variables that go beyond standardized tests: chronic absenteeism, ninth‐grade class failure, and dual credit opportunities.

Washington will include these three measures serve as indicator of school quality or student success (SQSS). Each measure was subject to extensive review and feedback from stakeholders. These measures are currently a part of Washington's performance management system for the purpose of reducing opportunity gaps and increasing equity in the K-12 system and are displayed on OSPIs website (OSPI Performance Indicators).

Dual Credit Participation: Washington will derive a measure of dual credit participation, as measured by the percentage of all enrolled students (grades 9-12) who complete a dual credit course. This includes Advanced Placement, Cambridge International, International Baccalaureate, College in the High School, CTE Dual Credit (formerly Tech Prep), and Running Start.

State-Level Legislation

College in the High School

Running Start

Conversion of College Credit to High School Credit (or "Postsecondary Credit Conversion")

Data Sources - Start by gathering information

OSPI's Dual Credit Data

Rubric/Assessment Tool - Start an improvement process with system analysis

OSPI's Dual Credit System Improvement Guide

This dual credit specific resource guides building/district staff through a four-step system improvement process:

  • Explore Dual Credit - what are the benefits of increasing equitable access to dual credit opportunities?
  • Data Dive - using the OSPI Dual Credit Data, guided questions help staff understand the data
  • Self-Assessment - use the provided rubric to do some reflection on what is working well and where improvement is needed
  • Action Planning - use the provided template to set some SMART goals and determine a plan moving forward that increases equitable access to dual credit

Strategies and Interventions for Increasing Success in Dual Credit Courses

Attendance

  • Having good attendance is key to ensuring success in dual credit courses.
  • Addressing attendance problems, which are often a symptom of larger problems, is a crucial strategy for increasing students' potential for success in advanced coursework.
    See OSPIs Attendance webpage for more information and resources.

Family or Relationships

  • Students coming from homes in which they experience trauma, abuse, or neglect, or from parents who have had negative school experiences may need additional supports to be successful in college-level coursework.
  • Parental expectations may not always match a student's academic interests and/or skill level, and students may need additional support in how to handle this.
    • Important considerations for any student include academic preparation, interest/relevance of course and connection to High School and Beyond Plan.
  • Cultural expectations
    • Will the student miss class to attend cultural events or care for family members?
    • Does the student have other responsibilities, like maintaining a job?
    • Does the family support the student's post-high school goals?
    • Students may need help problem-solving situations like those listed in the questions above.

Student Engagement

  • Ensuring a positive transition from Middle to High School is a key strategy to increasing more students' readiness for advanced coursework and dual credit later in high school.
    See OSPIs 9th Grade on Track webpage for more information and resources.
  • Students often need to feel that instruction is relevant to their lives or goals and may need help developing a High School and Beyond Plan that has meaning to them.
    See OSPIs High School and Beyond Plan webpage for more information and resources.

Research and Related Reports

Advanced Placement

College in the High School

Early College High Schools: Model Policy Components by Jennifer Zinth; Education Commission of the States

  • Research suggests early college high school participants are significantly more likely than other disadvantaged students to graduate high school, enroll in college immediately after high school and earn a degree.

CTE Dual Credit

US Dept. of Ed. 2017 Report "Connecting Secondary Career and Technical Education Students and Apprenticeship Programs"

  • Five of the eight programs profiled in this report, including Washington's own Puget Sound Skills Center Construction Center for Excellence, describe CTE-based programs where both college and high school credit are offered. Education Week "Should Schools Test the 'Career' Half of 'College and Career'?" by Sarah Sparks, July 10, 2017 edition (link to document)

Dual Credit and College/Career Readiness

Partner Agencies

For Building and District Leaders

Dual Credit is a strategy that states’ and districts are using to ensure all students graduate high school ready to succeed in college, additional training, and/or a career. Dual credit programs provide high school students with the potential to earn college credit for courses and/or exams they complete while in high school.


Partner Resources

Washington Student Achievement Council (WSAC)
State Board for Community and Technical Colleges (SBCTC)
Council of Presidents (Washington's Six Public Baccalaureates)

Career Bridge and CareerOneStop - resources for career exploration

The Washington 45 (list of college courses that will transfer to Washington's public 4-year colleges)

Other Programs Allowing Dual Credit Through College Enrollment

Gateway to College

Students, aged 16-21, who have dropped out of school, or are in the danger of dropping out, may qualify for this program to simultaneously accumulate high school and college credits, earning their high school diploma while progressing toward a certificate or associate degree.

Career Link

Designed for 16-21-year old’s who have dropped out of high school or are on the verge of dropping out and are interested in returning to school and completing their high school diploma. The target population is low-income youth, first-generation college goers, students of color, and other young people underrepresented in higher education.

Technical College Direct Funded Enrollment Programs

Provides students the opportunity to simultaneously accumulate high school and college credits, earning a high school diploma while progressing toward an associate's degree or certificate. Students have access to most of the training programs and support services at any of the three participating colleges:


Meet Highlight Districts

Meet some districts identified as best practice partners for their implementation of a dual credit program

Advanced Placement

The 2017 AP Honor Roll list includes the following districts: Arlington, Everett, Lake Washington, Longview, Orcas Island, Peninsula, Shoreline and Walla Walla. These districts have seen an increase in the number of AP exams taken, and have at least held steady or improved their overall exam scores, for a three-year span or longer. >

College in the High School

Zillah HS has done an exceptional job integrating College in the High School opportunities into the master schedule of a fairly small high school

International Baccalaureate

Rainier Beach HS has built a culture of high expectations and achievement through implementing a significant support structure in combination with offering more IB opportunities to all students.

If your district is finding ways to scale up dual credit opportunities for more students and/or increase equitable access to dual credit, please contact Jason Boatwright and let us know!


Live Webinars - Dual Credit is one in the series


Archived Webinars


Professional Development (PD): Trainings/Workshops/Conference Presentations

  • Visit PDEnroller to see all upcoming OSPI organized PD events
  • Visit the OSSI main page for links to upcoming PD opportunities for dual credit

High School and Beyond Plan

  • Use the High School and Beyond Plan to help students connect their post-high school goals with the available dual credit option(s) that fit(s) best OSPIs HSBP information page, lesson plans and model template (available in different languages!)