Teaching, Learning & Assessment » Advanced Learning » Dual Enrollment

Educators and Administrators

Print
Share & Bookmark, Press Enter to show all options, press Tab go to next option
Font Size: + -

Dual enrollment (DE) provides students with the opportunity to earn both high school and college credit simultaneously. In Virginia, DE is expanding through College and Career Ready Virginia (CCRV), Transfer Virginia, and Virtual Virginia, ensuring equitable access for all students. 

This page provides policy guidance, planning tools, and resources for K–12 and higher education partners to successfully implement and scale dual enrollment programs. 

Why Dual Enrollment Matters 

  • Expands access to early college credit for all students
  • Reduces the overall cost of higher education
  • Strengthens student readiness for postsecondary success
  • Connects academic coursework to workforce pathways

Common Misunderstandings 

  • Transferability: Not all DE courses transfer; the Passport and UCGS are guaranteed at all public institutions
  • Local Flexibility: School divisions can set policies for GPA weighting, scheduling, and transcript reporting
  • Equity in Access: CCRV requires that every eligible student has a no-cost pathway, not just selective groups

Seat Time and Credit Award Guidance 

Virginia’s Standards of Accreditation (8VAC20-131-110) require a standard unit of credit to equal 140 clock hours of instruction. 

However, the Board of Education issued a seat-time flexibility memo clarifying: 

  • School divisions may waive the 140-hour requirement
  • Divisions may award credit based on college credit completion rather than clock hours
  • Local divisions must develop a written policy and comply with Board guidelines
  • For DE:
    • A 3-credit college course typically meets ~48 clock hours with an additional ~96 hours of independent student work (totaling ~144 hours).
    • These expectations align with awarding 1 high school Carnegie unit for a 3-credit college course.

Special Populations 

Divisions and college partners should ensure that all qualified students can access DE, including: 

  • Students with disabilities – Accommodations available through both K–12 and the college’s disability services office.
  • English learners (ELLs) – Language and tutoring supports may be available through schools and colleges.
  • First-generation college students – May need additional advising and outreach.

Equity and inclusion should be guiding principles when implementing DE.

Implementation Tools 

Professional Learning 

Educators can access training and support through: 

Webinar Series: Equitable Dual Enrollment and CCRV Access

The Virginia Department of Education invites educators to a five-part webinar series focused on supporting students with disabilities in dual enrollment. Each 60-minute session will be offered live and recorded for later viewing.  To register, visit the online registration form. 

Who Should Attend? 

IEP case managers, transition coordinators, school counselors, special education coordinators, dual enrollment coordinators, CCRV leads, and administrators. 

Session Highlights: 

  • February 25, 2026: Disability Rights in Dual Enrollment: HB 1892 Model Notice – Understand the dual enrolllment landscape, the legal requirements of HB1892,  and communication strategies.  

  • March 25, 2026: Equity in Action: Academic Planning for DE Success – Align ACPs with CCRV and support informed course selection. 

  • April 29, 2026: Designing for All: UDL Strategies for Inclusive DE Instruction – Apply UDL principles to advising and instruction.  

  • May 27, 2026: From High School to Higher Ed: Seamless Disability Support – Build partnerships with DSOs and share transition tools. 

Policy & Framework

Virginia’s dual enrollment programs are governed by state code, accreditation standards, and local agreements.

Virginia Code References

  • § 22.1-253.13:1 – Standard 1: Instructional programs supporting the Standards of Learning. Establishes the authority for school boards to offer dual enrollment courses and integrate them into graduation planning.
  • § 23.1-905 – Articulation, dual enrollment, and academic credit transfer. Requires all public colleges and universities to establish policies for dual enrollment and transfer of credit.
  • § 23.1-907 – Passport and Uniform Certificate of General Studies (UCGS) programs. Defines two guaranteed-transfer pathways for general education credit earned through dual enrollment.
  • § 22.1-237.1 – Access to advanced academic courses; notification and enrollment. Requires divisions to ensure equitable access to dual enrollment and other advanced options, and to notify families annually.
  • § 22.1-253.13:1(G) – College and Career Ready Virginia (CCRV) Program implementation. Mandates that divisions provide access to DE courses sufficient for students to complete the Passport and UCGS at no cost, aligned with CCRV.

Regulatory and Guidance Documents

  • 8VAC20-131-110 – Standard and verified units of credit. Allows for the awarding of high school credit through dual enrollment and describes the 140-clock-hour waiver process.
  • 8VAC40-131 – VCCS Dual Enrollment Guidelines. Sets expectations for faculty credentials, tuition, delivery models, and student eligibility for community college dual enrollment.
  • Virginia Plan for Dual Enrollment (2015). An interagency agreement between VDOE and VCCS detailing eligibility, credit transfer, instructional oversight, and MOUs.

Virginia Community College System (VCCS):