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Educators push for statewide standards and funding to scale dual‑credit and career‑connected pathways
Summary
School and university officials told the committee HB 6,869 should create common definitions and benchmarks for dual‑credit, expand dual‑credit access with standardized MOUs, and fund K‑12 and college positions to coordinate career‑connected programs that lead to stackable credentials.
District leaders, higher‑education program directors and workforce officials urged the committee to adopt HB 6,869, which would expand dual‑credit opportunities and standardize definitions.
Dr. Cara Casimaro, Danbury public‑schools superintendent, told the committee that dual credit should be embedded in a career‑connected, ‘‘wall‑to‑wall’’ model that aligns K‑12 with higher education and industry credentials, not just passive credit accumulation. She asked for funding to create district and college positions to coordinate curriculum, internships and employer partnerships.
Christopher Todd of UConn's Office of Early College Programs described UConn's scale as the state's largest dual‑credit provider — serving more than 19,000 students and 33,000 courses — and supported codifying definitions and NACEP accreditation standards to ensure quality across providers. Office of Workforce Strategy staff also backed expanding dual credit as a way to increase graduation and credential attainment.
Lawmakers asked technical questions about fee waivers, accreditation timelines and whether districts or families cover program fees; witnesses described a range of funding models including district payments, third‑party sponsorship and student payments with fee waivers for students on free/reduced lunch. The committee did not take a vote at the hearing.
