Portland Community College | Portland, Oregon

Oregon's Dual Credit programs create the opportunity for our students to take college-level courses while still in high school. The Dual Credit Task Force found that, in 2005-06, one in seven Oregon juniors and seniors took advantage of this opportunity, saving approximately $9 million in tuition. Through its pilot analysis of the subsequent academic performance of these students, the Task Force also found that "in most cases, Dual Credit students match or outperform their college-prepared counterparts in both community college and university settings."

Thus, Dual Credit is currently a viable option for qualified students to begin post secondary learning early, and it can contribute significantly to meeting Oregon's 40-40-20 goal. As Dual Credit programs grow, it is important to have a consistent set of standards and ways to ensure the standards are met. This is the impetus for adopting the Oregon Standards for Dual Credit "College Now" Programs. Guided by those standards the Task Force specifically recommends.

  • Strengthening faculty connections - including regular, collegial interactions amongst high school and college faculty and working to expand the pool of qualified high school Dual Credit faculty.
  • Adopting systematic application and review processes for Dual Credit programs - developing standardized application process for new programs and ensuring sustainable verification of program quality.
  • Enhancing public understanding of Dual Credit programs - through effectively publicizing Dual Credit programs as a key path for academic acceleration.

The Dual Credit program takes these recommendations to heart and uses them to guide the growth and maintenance of the program. The PCC Dual Credit program has development marketing materials, conducted workshops and held meetings to assist faculty and create partnerships. Program Manuals and Handbooks are available for faculty and students to make sure they have the information they need to be successful. We continue to research ways to strengthen our program and to publicize the great work that's being done by our faculty and students.

The Oregon Dual Credit Standards are divided into categories, with expectations listed in each subcategory as noted below.

Click here for the Oregon Dual Credit Standards (2014) PDF

Oregon Dual Credit Standards 2014
Curriculum 1 (C1) (C1) College or university courses administered through a dual credit program are cataloged courses and approved through the regular course approval process of the sponsoring college or university. These courses have the same departmental designation, number, title, and credits as their college counterparts, and they adhere to the same course descriptions.
Curriculum 2 (C2) (C2) College or university courses administered through a dual credit program are recorded on the official a academic record for students at the sponsoring college or university.
Curriculum 3 (C3) (C3) College or university courses administered through dual credit programs reflect the pedagogical, theoretical and philosophical orientation of the colleges’ and universities’ sponsoring academic departments.
Faculty 1 (F1) (F1) Instructors teaching college or university courses through Dual Credit meet the academic requirements for faculty and instructors teaching in the college or university.
Faculty 2 (F2) (F2) The college or university provides high school instructors with training and orientation in course curriculum, assessment criteria, course philosophy, and Dual Credit administrative requirements before certifying the instructors to teach the college or university courses. 
Faculty (F3) (F3) Instructors teaching Dual Credit sections are part of a continuing collegial interaction through professional development, seminars, site visits, and ongoing communication with the college’s or university’s faculty and Dual Credit administrators. This interaction must occur at least annually and address issues such as course content, course delivery, assessment, evaluation, and professional development in the field of study. 
Faculty (F4) (F4) Dual Credit Program policies address instructor non-compliance with the college’s or university’s expectations for courses offered through the Dual Credit Program (for example, non-participation in Dual Credit Program training and/or activities).  
Students 1 (S1) (S1) The college or university officially registers or admits Dual Credit Program students as degree-seeking, non-degree seeking, or non-matriculated students of the college or university and records courses administered through a Dual Credit Program on official sponsoring college or university transcripts.  
Students 2 (S2) (S2) Colleges or universities outline specific course requirements and prerequisites for students.
Students 3 (S3) (S3) High school students are provided with a student guide that outlines students’ rights and responsibilities as well as providing guidelines for the transfer of credit. 
Assessment 1 (A1) (A1) Dual credit students are held to comparable standards of achievement as those expected of students in on-campus sections. 
Assessment 2 (A2) (A2) The college or university ensures that Dual Credit Program students are held to comparable grading standards as those expected of students in on-campus sections. 
Assessment 3 (A3) (A3) Dual Credit students are assessed using comparable methods (e.g. papers, portfolios, quizzes, labs, etc.) as their on-campus counterparts. 
Evaluation 1 (E1) (E1) The college or university conducts an end-of-term student course evaluation for courses offered through the Dual Credit Program.  The course evaluation is intended to influence program improvement rather than instructor evaluation. Names (of the instructor or students) should not be included in the evaluation. 

The Oregon Sponsored Dual Credit Standards are divided into categories, with expectations listed in each subcategory as noted below.

Click here for the Oregon Sponsored Dual Credit Standards (2016) PDF

Oregon Sponsored Dual Credit Standards (2016)
Curriculum (C1) College or university courses administered through a Sponsored Dual Credit Program are
catalogued courses and approved through the regular course approval process of the sponsoring
college and/or university. These courses have the same departmental designation, number, title, and
credits as their college counterparts, and they adhere to the same course descriptions and student
learning outcomes
Curriculum (C2)  College or university courses administered through a Sponsored Dual Credit Program are
administered in a manner that is consistent with like courses at the sponsoring college or university
and recorded similarly on the official academic record for the sponsoring college or university.
Curriculum (C3)  College or university courses administered through a Sponsored Dual Credit Program reflect the
pedagogical, theoretical and philosophical orientation of the sponsoring college or university
department/program where the credit will be awarded.
Curriculum (C4)  The syllabi for college or university courses administered through a Sponsored Dual Credit
Program are consistent with the syllabi from the sponsoring college or university and include clearly
defined learning outcomes and student expectations. Syllabi are reviewed and approved by the
academic faculty in the partnership from the sponsoring college or university department/program
where the credit will be awarded.
Curriculum (C5)  Credits for college or university courses administered through a Sponsored Dual Credit Program
are awarded based on documented student achievement consistent with the student learning
outcomes and course content.
Faculty (F1)  High School teachers teaching college or university courses as part of a Sponsored Dual Credit
Program are approved and authorized by the sponsoring college or university in accordance with its
institutional policies, procedures and practices.
Faculty (F2) Teaching partnerships within Sponsored Dual Credit Programs demonstrate that the aggregate of
the teaching roles within the partnership provides appropriate expertise in the content or
professional area, and performs the duties, responsibilities and functions of traditional faculty,
based upon clearly stated criteria, qualifications, and procedures. Sponsoring faculty members have
clearly defined authority and responsibility and exercise a major role in the design, approval, and
implementation of the teaching partnerships.
Faculty (F3) High school teachers teaching college or university courses in a Sponsored Dual Credit Program
have access to essential academic resources comparable to those used in other sections of the same
courses offered by the sponsoring college or university as deemed appropriate by faculty in the
department/program where credit will be awarded.
Faculty (F4) The sponsoring college or university provides high school teachers in Sponsored Dual Credit
Programs with training and orientation in course curriculum, assessment criteria, course philosophy,
and Sponsored Dual Credit administrative requirements before authorizing them to teach the
college or university courses.
Faculty (F5) The sponsoring college or university has a well-documented process for regular, ongoing, and
substantive interaction between high school teachers and college or university faculty in Sponsored
Dual Credit Programs to address student learning outcomes, course content, delivery, and
assessment to maintain consistency across course sections offered by the college or university. This
interaction occurs at least once a quarter/semester.*
*College or university faculty partners may determine that more interactions are appropriate, based
on the high school teacher’s level of expertise, teaching experience, and experience working in
Sponsored Dual Credit Programs. However, in all cases, the interaction must occur at least once a
quarter/semester.
Faculty (F6) High school teachers teaching college or university classes as part of a Sponsored Dual Credit
Program receive feedback for continuous improvement to ensure that student learning outcomes,
course content, and assessment are consistent with the sponsoring college’s or university's course,
as determined by institutional policies, procedures and practices.
Faculty (F7) Sponsored Dual Credit Program policies at each sponsoring college or university address teacher
non-compliance with the college’s or university’s expectations for courses offered through
Sponsored Dual Credit Programs (for example, non-participation in Sponsored Dual Credit
Program training and/or activities). Such policies clearly define the impact of non-compliance,
including the effect on awarding college or university credit.
Tuition and Fees (T1) The college’s or university’s tuition and fee structure for Sponsored Dual Credit programs is
transparent and accessible to participating students, teachers, faculty, and staff. Costs for
participating are determined by the college or university and may include the cost of such things as
faculty compensation, professional development, materials and equipment, assessment, archiving,
and transcripting.
Students (S1) The sponsoring college or university officially registers or admits Sponsored Dual Credit Program
students as degree-seeking, non-degree seeking, or non-matriculated students of the college or
university and records courses administered through a Sponsored Dual Credit Program on official
sponsoring college or university transcripts. Registration, grading, and transcription procedures and
timelines are reasonably consistent with those for other students taking the same courses from the
sponsoring college or university.
Students (S2) The sponsoring college or university outlines specific course requirements and prerequisites for
students in Sponsored Dual Credit Programs.
Students (S3) High school students in Sponsored Dual Credit Programs are provided with a student guide that
outlines students’ rights and responsibilities and provides guidelines for the transfer of credit.
Assessment (A1) The sponsoring college or university ensures that Sponsored Dual Credit students are held to
comparable standards of achievement of student learning outcomes as those expected of students
in other sections of the course offered by the sponsoring college or university.
Assessment (A2) The sponsoring college or university ensures that Sponsored Dual Credit students are held to
comparable grading standards as those expected of students in other sections of the course offered
by the sponsoring college or university
Assessment (A3) The sponsoring college or university ensures that Sponsored Dual Credit students are assessed
using comparable methods (e.g. papers, portfolios, quizzes, labs, etc.) to those used in other
sections of the course offered by the sponsoring college or university.
Program Improvement (E1) The sponsoring college or university conducts an end-of-term student course evaluation for courses
offered through a Sponsored Dual Credit Program. The course evaluation is intended to influence
program improvement rather than instructor evaluation. Names (of the instructor or students)
should not be included in the evaluation.