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District proposes rules to award weighted credit for dual-enrollment courses
Summary
District staff told the board dual-enrollment participation has grown substantially and proposed awarding weighted credit when courses align to core A–F subject areas; board members asked for an implementation lead and clarified how off-site/community-college coursework will be handled.
Heather Aguilar, the district’s director of teaching and learning for secondary, told the board the district is expanding its dual‑enrollment offerings and is seeking clearer rules for how those college courses count toward high‑school credit.
Aguilar said the program has grown from about 124 YHS students in 2022–23 to roughly 367 students currently participating across CCAP partnership courses (offered during the school day), partnership classes outside the school day, and concurrent enrollment through community colleges. "Dual enrollment courses allow high school students to take college courses while still enrolled in school," she said, summarizing the three delivery models the district uses.
The administrative recommendation before the board would grant weighted credit for dual‑enrollment courses that align to the district’s A–F (core academic) areas and to community‑college lower‑division general education courses used for transfer (Cal‑GETC). Courses classified as G electives would generally not receive weighted credit unless they meet the district’s eligibility criteria through a counselor review and administrative approval. Aguilar said the policy also would allow the district to record outside dual‑enrollment courses on student transcripts without awarding weighted credit if students have not followed the district’s pre‑approval process.
Board members pressed for operational clarity: who will coordinate enrollment, how counselors will vet courses for weighted credit, and how summer or virtual partnership courses will be handled. Aguilar said a district dual‑enrollment team manages the work and identified Miss Rossi as the primary contact who is “in constant communication with Crafton Hills College” on registration and course alignment. She also told the board that registration for some partnership summer courses already has a queue of students.
Why it matters: Awarding weighted credit affects students’ GPA calculations and course-weight incentives tied to graduation requirements. The proposal is designed to balance recognition of rigorous college coursework while preserving consistent academic standards for weighted credit.
What’s next: The board heard the presentation and asked follow‑up questions about staffing and counseling supports; staff indicated they will bring implementing procedures and an administrative regulation for the board’s review, and continue coordinating with Crafton Hills College and school counselors on course selection and transcript coding.
