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Committee asks for data on early college and virtual learning as part of flexible-pathways review
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Summary
Members urged the Agency of Education to provide data on who uses early college (including virtual participation) and whether students enroll in-state post-graduation; committee sought testimony from CCV and state colleges to inform future policy on flexible pathways and resource allocation.
During the Feb. 4 meeting the House Education Committee discussed flexible pathways and early college participation as a separate but related topic to Act 73 implementation.
Members recalled testimony that raised questions about who accesses early college programs, the prevalence of fully virtual participation, and whether students supported through early college continue to enroll in Vermont postsecondary institutions. One member suggested the committee ask Community College of Vermont (CCV) and state colleges for enrollment and modality data: "we could ask CCV, and the state colleges how many kids who enter early college are doing so 100% virtually?" The committee sought both quantitative data and anecdotal feedback to inform whether resources and program design are achieving state goals.
Why it matters: Data on modality and destination institutions will help the legislature assess whether flexible pathways are serving in-state higher-education goals and whether funding priorities for universities and state colleges reflect program usage. Members requested targeted testimony and a report that does not duplicate existing data but fills gaps about participation, modality, and downstream enrollment.
Next steps: Committee members asked staff to identify the necessary data and to schedule testimony from CCV and relevant state college representatives.
