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District moves to weight dual‑enrollment courses to advance equity; counselors to approve concurrent‑campus units
Summary
Staff proposed revising administrative regulation 5121 to grant a GPA 'bump' for dual‑enrollment (on‑campus) courses and limited weighted credit for concurrent (off‑campus) courses, citing higher participation of English learners and students with disabilities in dual‑enrollment pathways.
The Jefferson Union board heard a staff briefing on proposed administrative regulation changes to clarify how the district awards weighted grade‑point credit for college‑level courses taken in high school.
Deputy Superintendent Ms. Baka said the working group reviewed access and equity data showing dual‑enrollment courses — those taught on district campuses through the Skyline College partnership — reach a higher share of English learners and students with disabilities than Advanced Placement (AP) offerings. "Dual enrollment courses should receive a GPA bump similar to AP courses," Ms. Baka said, summarizing the working group recommendation.
Staff explained the revised language would permit dual‑enrollment courses taken on district campuses to receive weighted credit without a numerical limit, because on‑campus scheduling improves equitable access. For concurrent‑enrollment courses taken at a college campus, the draft regulation would cap the number of courses eligible for the GPA bump and require prior written approval from a school counselor to address concerns that students with greater resources could otherwise widen GPA disparities.
Board members pressed for details about implementation, including how counselor approval would be guided and how the district would track college credits earned. Ms. Baka said the district will develop procedures to document approvals and will monitor college credit receipts and A–G and college‑and‑career indicators. Trustees supported further refinement of criteria for counselor approval to avoid subjective barriers while preserving equity safeguards.
Staff noted that some parts of the proposal do not require immediate board action (administrative regulations), but the working group will continue drafting language to return for formal adoption where needed.
Next steps include drafting the explicit regulatory language, designing counselor-approval guidelines and establishing reporting metrics for dual‑enrollment outcomes.
