C.R.S. § 22-35-101 Short title
22-35-101. Short title. This article shall be known and may be cited as the "Concurrent Enrollment Programs Act".
Concurrent Enrollment Programs Act
C.R.S. tit. 22, art. 35
in effectC.R.S. § 22-35-102 Legislative declaration
22-35-102. Legislative declaration. (1) The general assembly hereby finds that:
(a) Creating pathways between high schools and institutions of higher education is essential to fulfilling the Colorado promise of doubling the number of postsecondary degrees earned by Coloradans and reducing by half the number of students who drop out of high schools in the state;
(b) Concurrent enrollment programs have the potential to help advance the vision for an aligned system of high school and postsecondary standards and assessments, as described in the "Preschool to Postsecondary Education Alignment Act", part 10 of article 7 of this title;
(c) Concurrent enrollment programs have existed for many years but with little state coordination, limited attention to quality and consistency, and no accountability. As a result, access has been necessarily limited.
(d) Historically, the beneficiaries of concurrent enrollment programs have often been high-achieving students. The expanded mission of concurrent enrollment programs is to serve a wider range of students, particularly those who represent communities with historically low college participation rates.
(e) The state should improve teachers', administrators', and parents' access to information concerning concurrent enrollment programs;
(f) The emerging economic reality is that a postsecondary credential of some kind is the minimum educational requirement for a job that earns a living wage in Colorado. In spite of this, the number of students in Colorado who earn a postsecondary credential is disproportionately low when compared to other states.
(g) All of the state's high schools should eventually develop equitable access to concurrent enrollment programs to provide the infrastructure necessary to improve high school retention, to motivate young people to take seriously the need to become postsecondary- and workforce-ready, and to accelerate students' progress toward a postsecondary credential.
(2) The general assembly further finds and declares that, for purposes of section 17 of article IX of the state constitution, providing funding for concurrent enrollment programs is a permissible use of the moneys in the state education fund because the moneys are being used for accountable school reform, for accountable programs to meet state academic standards, and for class size reduction.
(3) The general assembly further finds and declares its intention that the administrative costs incurred by the department of education in its implementation of the accelerating students through concurrent enrollment program created in section 22-35-108 shall be supported by federal funds available for government services pursuant to section 14002 of Title XIV of the federal "American Recovery and Reinvestment Act of 2009", Public Law 111-5 of the one hundred eleventh United States Congress.
(4) Now, therefore, to broaden access to and improve the quality of concurrent enrollment programs, the general assembly concludes that it is appropriate and in the best interests of the state to support policies designed to improve coordination between institutions of secondary education and institutions of higher education and to ensure financial transparency and accountability.
C.R.S. § 22-35-103 Definitions
22-35-103. Definitions. As used in this article 35, unless the context otherwise requires:
(1) "Apprenticeship program" means a Colorado-based apprenticeship program that is registered with the United States department of labor's office of apprenticeship or a state apprenticeship agency recognized by the United States department of labor.
(1.5) "ASCENT program" means the accelerating students through concurrent enrollment program created in section 22-35-108.
(2) Repealed.
(3) "Board" means the concurrent enrollment advisory board created in section 22-35-107.
(4) "Board of cooperative services" or "BOCES" means a board of cooperative services created and operating pursuant to article 5 of this title that operates one or more public schools.
(5) "Commission" means the Colorado commission on higher education created pursuant to section 23-1-102, C.R.S.
(6) (a) "Concurrent enrollment" means the simultaneous enrollment of a qualified student in a local education provider and in one or more postsecondary courses, including academic or career and technical education courses, which may include coursework related to apprenticeship programs or internship programs, at an institution of higher education pursuant to the provisions of this article 35, at no tuition cost to the qualified student or the qualified student's parent or legal guardian.
(b) "Concurrent enrollment" does not include a student's simultaneous enrollment in:
(I) A local education provider and in one or more secondary career and technical education courses, advanced placement courses, or international baccalaureate courses;
(II) An early college and a postsecondary course, which enrollment is not subject to the provisions of this article 35;
(III) A p-tech school, as defined in section 22-35.3-102, and a postsecondary course, which enrollment is subject to the provisions of article 35.3 of this title 22; or
(IV) A local education provider and a postsecondary course that does not meet the requirements specified in subsection (6)(a) of this section.
(7) "Cooperative agreement" means an agreement entered into by a local education provider and an institution of higher education pursuant to section 22-35-104 (6).
(8) "Department" means the department of education created and existing pursuant to section 24-1-115, C.R.S.
(8.5) "Developmental education course" has the same meaning as set forth in section 23-1-113 (11)(b).
(9) "District charter school" means a charter school authorized by a school district pursuant to part 1 of article 30.5 of this title that serves any of grades nine through twelve.
(10) (a) "Early college" means a secondary school that provides only a curriculum that requires each student to enroll in and complete secondary and postsecondary courses while enrolled in the four years of high school such that, upon successful completion of the curriculum, the student will have completed the requirements of a high school diploma and an associate's degree or other postsecondary credential or at least sixty credits toward the completion of a postsecondary credential. The curriculum must be designed to be completed within four years. "Early college" includes only the following:
(I) Dolores Huerta preparatory high school in Pueblo;
(II) Southwest early college charter high school in Denver;
(III) Front range early college in Denver;
(IV) Colorado Springs early colleges in Colorado Springs;
(V) Early college high school in Arvada;
(VI) A secondary school that satisfies the provisions of this subsection (10) and identifies itself as an "early college" on May 21, 2009; and
(VII) A secondary school that is designated, after May 21, 2009, as an early college by the state board of education.
Front range early college in Denver;
(IV) Colorado Springs early colleges in Colorado Springs;
(V) Early college high school in Arvada;
(VI) A secondary school that satisfies the provisions of this subsection (10) and identifies itself as an "early college" on May 21, 2009; and
(VII) A secondary school that is designated, after May 21, 2009, as an early college by the state board of education.
(b) As soon as practicable after June 6, 2018, the state board shall review the secondary schools described in subsection (10)(a)(VI) of this section and the secondary schools designated as provided in subsection (10)(a)(VII) of this section and confirm whether each secondary school meets the curriculum requirements specified in subsection (10)(a) of this section, as amended on June 6, 2018. Effective July 1, 2018, a secondary school that the state board determines does not meet the curriculum requirements specified in subsection (10)(a) of this section is no longer designated as an early college. In reviewing a school's designation, the state board shall not require the school to submit documentation beyond the minimum necessary to confirm that the school's curriculum meets the requirements specified in subsection (10)(a) of this section.
(11) "Institute charter school" means a charter school authorized by the state charter school institute pursuant to part 5 of article 30.5 of this title that serves any of grades nine through twelve.
(12) "Institution of higher education" means:
(a) A state university or college, community college, local district college, or area technical college described in title 23, C.R.S.;
(a.5) A postsecondary career and technical education program; or
(b) An educational institution operating in this state that:
(I) Does not receive state general fund moneys in support of its operating costs;
(II) Admits as regular students only persons having a high school diploma or the recognized equivalent of such a certificate;
(III) Is accredited by a regional accrediting agency or association;
(IV) Provides an educational program for which it awards a bachelor's degree or a graduate degree;
(V) Is authorized by the department of higher education to do business in Colorado pursuant to section 23-2-103.3, C.R.S.;
(VI) Maintains a physical campus or instructional facility in Colorado; and
(VII) Has been determined by the United States department of education to be eligible to administer federal financial aid programs pursuant to Title IV of the federal "Higher Education Act of 1965", as amended.
(13) "Local education provider" means a school district, a board of cooperative services, a district charter school, or an institute charter school.
(13.5) "Postsecondary career and technical education program" means a career and technical education program that offers postsecondary courses and is approved by the state board for community colleges and occupational education pursuant to section 23-8-103, C.R.S.
(14) "Postsecondary education" means all formal public education that requires as a prerequisite the acquisition of a high school diploma, its equivalent, or the achievement of a minimum score on a placement assessment that is administered by an institution of higher education, which minimum score is determined by the institution. "Postsecondary education" includes programs resulting in the acquisition of a certificate, an associate degree of applied sciences, an associate degree of general studies, an associate degree of arts, or an associate degree of science and all baccalaureate degree programs.
(15) "Qualified student" means a person who is less than twenty-one years of age and is enrolled in the ninth grade or a higher grade level in a local education provider.
(16) "State board" means the state board of education created pursuant to section 1 of article IX of the state constitution.
(17) "Student group" has the same meaning as provided in section 22-11-103.
laureate degree programs.
(15) "Qualified student" means a person who is less than twenty-one years of age and is enrolled in the ninth grade or a higher grade level in a local education provider.
(16) "State board" means the state board of education created pursuant to section 1 of article IX of the state constitution.
(17) "Student group" has the same meaning as provided in section 22-11-103.
(18) "TREP program" means the teacher recruitment education and preparation program created in section 22-35-108.5.
C.R.S. § 22-35-104 Enrollment in an institution of higher education - cooperative agreement
22-35-104. Enrollment in an institution of higher education - cooperative agreement. (1) (a) (I) Beginning in the 2020-21 school year and in each school year thereafter, each local education provider that enrolls students in grades nine through twelve shall provide qualified students the opportunity to concurrently enroll in postsecondary courses, including academic courses and career and technical education courses, which may include course work related to apprenticeship programs or internship programs, as provided in this article 35. The local education provider may determine the manner in which concurrent enrollment opportunities are provided.
(II) A qualified student enrolled in a high school of a school district who applies to and receives approval from the superintendent of the school district or the superintendent's designee, or a qualified student enrolled in a district charter school, an institute charter school, or a high school of a BOCES who applies to and receives approval from the chief administrator of the district charter school, an institute charter school, or a high school of a BOCES, pursuant to subsection (2) of this section may register with and concurrently enroll in an institution of higher education in accordance with the provisions of this article 35. A superintendent, the superintendent's designee, or the chief administrator of a school shall not unreasonably deny a qualified student approval to concurrently enroll in postsecondary courses pursuant to this article 35. A local education provider may expand its ability to provide access to concurrent enrollment opportunities as provided in section 23-1-109 (6).
(III) Except as described in subsections (1)(c) and (1)(d) of this section and sections 22-35-108 and 22-35-109, a local education provider shall not limit the number of postsecondary courses, including academic courses and career and technical education courses, which may include course work related to apprenticeship programs or internship programs, in which a qualified student may concurrently enroll during the ninth, tenth, eleventh, or twelfth grade, except to the degree that the local education provider is unable to provide access to the postsecondary courses due to technological capacity.
(b) (I) Each local education provider shall annually notify all students and parents or legal guardians of students enrolled in the local education provider of the opportunity for concurrent enrollment by qualified students in postsecondary courses, including academic courses and career and technical education courses, including course work related to apprenticeship programs and internship programs. The notice provided pursuant to this subsection (1)(b)(I) must include the local education provider's timelines affecting student eligibility for concurrent enrollment courses and a statement informing students that they may significantly reduce their college expenses, increase the likelihood that they will complete college, and earn marketable workforce skills by taking concurrent enrollment courses. In providing notice of concurrent enrollment opportunities, a local education provider and an institution of higher education shall not refer to enrollment in a program or course as concurrent enrollment if the program or course does not meet the definition of concurrent enrollment or if the conditions of enrollment do not meet the requirements specified in this section.
urrent enrollment courses. In providing notice of concurrent enrollment opportunities, a local education provider and an institution of higher education shall not refer to enrollment in a program or course as concurrent enrollment if the program or course does not meet the definition of concurrent enrollment or if the conditions of enrollment do not meet the requirements specified in this section.
(II) At least six weeks prior to the beginning of the enrollment period for postsecondary concurrent enrollment courses, the local education provider shall provide to each student and the parent or legal guardian of the student written notice, which notice may be sent electronically, of all postsecondary courses offered for concurrent enrollment at no tuition cost to the qualified student or the qualified student's parent or legal guardian at the local education provider's facility, options for enrolling in concurrent enrollment courses at no tuition cost to the qualified student or the qualified student's parent or legal guardian at an institution of higher education's facility, any anticipated cost to the qualified student for fees or books for those courses, and the number and transferability of course credits that a qualified student may earn by enrolling in the concurrent enrollment courses.
(III) At the time of enrollment, each local education provider shall notify the qualified student and the qualified student's parent or legal guardian of the number and transferability of the postsecondary credits the qualified student may earn by completing the concurrent enrollment course, including whether the credits apply toward completion of developmental education courses, whether the credits apply to one or more approved postsecondary career and technical education programs, whether the credits are approved by the department of higher education for transfer from a two-year institution to a four-year institution in satisfaction of prerequisite courses for a specific major, whether the credits are approved for statewide transfer pursuant to section 23-1-125, and whether the credits are part of a statewide degree transfer agreement pursuant to section 23-1-108 (7)(a).
(IV) The notice described in subsection (1)(b)(III) of this section must include information about other postsecondary courses available to the qualified student through concurrent enrollment at no cost to the qualified student that are credit-bearing and applicable toward earning a degree or certificate at the institution of higher education offering the course or at another institution of higher education if the course is approved for statewide transfer pursuant to section 23-1-125.
(V) The institution of higher education that offers a postsecondary course through concurrent enrollment shall inform the local education provider as to the number and transferability of the course credits and any anticipated costs for fees or books for the course.
(b.5) In addition to the notice requirements specified in subsection (1)(b) of this section, beginning in the 2021-22 school year, each local education provider shall collaborate with the community college system in providing concurrent enrollment information as described in section 23-60-202.7 (4) to the parents of students enrolled in grades six through eight.
(c) Notwithstanding the provisions of subsection (1)(a) of this section, beginning with the 2022-23 school year and for school years thereafter, a qualified student may concurrently enroll in a developmental education course only if the student is included within the enrolling institution's developmental education enrollment limitation specified in section 23-1-113.3 (1)(a)(I). A qualified student may enroll in gateway courses in English or mathematics, as defined in section 23-1-113 (11)(b.5), with additional supports, if needed, through supplemental academic instruction, as defined in section 23-1-113 (11)(e).
ourse only if the student is included within the enrolling institution's developmental education enrollment limitation specified in section 23-1-113.3 (1)(a)(I). A qualified student may enroll in gateway courses in English or mathematics, as defined in section 23-1-113 (11)(b.5), with additional supports, if needed, through supplemental academic instruction, as defined in section 23-1-113 (11)(e).
(d) Notwithstanding the provisions of subsection (1)(a) of this section, if a qualified student is not a participant in the ASCENT or TREP program and has not satisfied the minimum requirements for graduation established by his or her local education provider by the end of his or her twelfth-grade year and is therefore retained by the local education provider for additional instruction, the qualified student shall not concurrently enroll in postsecondary courses, including academic or career and technical education courses, which may include course work related to apprenticeship programs or internship programs, that are worth more than a total of nine credit hours, including gateway courses, as defined in section 23-1-113 (11)(b.5), with additional supports through supplemental academic instruction, as defined in section 23-1-113 (11)(e). Furthermore, the qualified student shall not concurrently enroll in more than:
(I) Six credit hours of postsecondary courses, including academic courses and career and technical education courses, which may include course work related to apprenticeship programs or internship programs, in any academic semester if the student is registered as a full-time pupil in his or her local education provider; or
(II) Three credit hours of postsecondary courses, including academic courses and career and technical education courses, which may include course work related to apprenticeship programs or internship programs, in any academic semester if the student is registered as a part-time pupil in his or her local education provider.
(e) Except as described in paragraphs (c) and (d) of this subsection (1) and sections 22-35-108 and 22-35-109, the state board by rule shall not limit the number of postsecondary courses, including academic courses and career and technical education courses, which may include course work related to apprenticeship programs or internship programs, in which a qualified student may concurrently enroll during the ninth, tenth, eleventh, or twelfth grade.
(2) (a) (I) A qualified student enrolled in a high school of a school district who seeks to concurrently enroll in an institution of higher education shall apply to the superintendent of the student's school district, or the superintendent's designee, for approval of concurrent enrollment not later than sixty days before the end of the academic term that immediately precedes the intended term of concurrent enrollment; except that a superintendent or superintendent's designee may waive the time limitation at his or her discretion.
(II) A qualified student enrolled in a district charter school, an institute charter school, or a high school of a BOCES who seeks to concurrently enroll in an institution of higher education shall apply to the chief administrator of the district charter school, institute charter school, or high school of a BOCES for approval of concurrent enrollment no later than sixty days before the end of the academic term that immediately precedes the intended term of concurrent enrollment; except that the chief administrator may waive the time limitation at his or her discretion.
(III) In applying for concurrent enrollment approval, a qualified student shall use the standard application form created and made publicly available by his or her local education provider pursuant to paragraph (c) of this subsection (2).
hat immediately precedes the intended term of concurrent enrollment; except that the chief administrator may waive the time limitation at his or her discretion.
(III) In applying for concurrent enrollment approval, a qualified student shall use the standard application form created and made publicly available by his or her local education provider pursuant to paragraph (c) of this subsection (2).
(b) If a superintendent of a school district, the superintendent's designee, or a chief administrator of a district charter school, institute charter school, or high school of a BOCES receives a timely application from a qualified student pursuant to subsection (2)(a) of this section, the superintendent, superintendent's designee, or chief administrator of a district charter school, institute charter school, or high school of a BOCES shall approve or disapprove the application and notify the student of the decision. In considering applications, the superintendent, designee, or chief administrator shall give priority consideration to qualified students who, by the time they would concurrently enroll, will have completed the high school graduation requirements and are applying for concurrent enrollment to begin earning credits toward a postsecondary degree or certificate.
(c) On or before July 1, 2011, and thereafter, each local education provider that has entered into a cooperative agreement shall create and make publicly available a standard concurrent enrollment application form for use by a qualified student pursuant to this subsection (2). In creating the application form, the local education provider shall refer to the guidelines established by rules promulgated by the state board pursuant to section 22-35-111 (1)(a). The application form shall require, at a minimum, a qualified student to specify the courses in which he or she seeks to concurrently enroll.
(3) A qualified student who seeks to concurrently enroll in an institution of higher education shall establish, in consultation with the administration of the qualified student's local education provider, an academic plan of study that describes all of the courses that the qualified student intends to complete to satisfy the qualified student's remaining requirements for graduation from the local education provider, or for a qualified student who receives transition services, an academic plan of study that describes all of the courses that the qualified student intends to complete to satisfy the qualified student's remaining postsecondary goals outlined in the qualified student's individualized education program. Prior to the qualified student's concurrent enrollment in the institution of higher education, the principal, a counselor, or a teacher advisor of the qualified student's local education provider shall approve the academic plan of study. In approving an academic plan of study, a principal, counselor, or teacher advisor shall apply the guidelines established by rules promulgated by the state board pursuant to section 22-35-111 (1)(b).
(4) (a) A qualified student who intends to concurrently enroll in a postsecondary course, including an academic course or a career and technical education course, at an institution of higher education shall satisfy the minimum prerequisites for the course prior to his or her enrollment in the course.
(b) If a qualified student who has applied for concurrent enrollment in a postsecondary course, including an academic course or a career and technical education course, has not satisfied the minimum prerequisites for the course, he or she may concurrently enroll in a gateway course, as defined in section 23-1-113 (11)(b.5), with additional supports through supplemental academic instruction, as defined in section 23-1-113 (11)(e).
s applied for concurrent enrollment in a postsecondary course, including an academic course or a career and technical education course, has not satisfied the minimum prerequisites for the course, he or she may concurrently enroll in a gateway course, as defined in section 23-1-113 (11)(b.5), with additional supports through supplemental academic instruction, as defined in section 23-1-113 (11)(e).
(c) An institution of higher education that refuses to allow a qualified student to concurrently enroll in a course for which the student has not satisfied the minimum prerequisites may allow the student to concurrently enroll in another course for which the student appears to be prepared.
(5) (a) A course, including coursework related to an apprenticeship program or internship program that a qualified student successfully completes through concurrent enrollment at an institution of higher education counts for credit toward the qualified student's high school graduation requirements at the qualified student's local education provider; except that a qualified student who receives transition services and who successfully completes a course must earn credit toward the postsecondary goals identified in the qualified student's individualized education program.
(b) Upon a qualified student's successful completion of a concurrent enrollment course, the qualified student must receive credit that applies to the completion of high school graduation requirements, or a qualified student who receives transition services must earn credit that is applied to the postsecondary goals identified in the qualified student's individualized education plan. Upon completion of the concurrent enrollment course, the qualified student must earn postsecondary credit as described in subsection (6)(b)(II) of this section that applies toward completion of developmental courses or toward earning a certificate or degree through an approved postsecondary career and technical education program, is approved by the department of higher education for transfer from a two-year institution to a four-year institution in satisfaction of prerequisite courses for a specific major, is approved for statewide transfer pursuant to section 23-1-125, or is approved as part of a statewide degree transfer agreement pursuant to section 23-1-108 (7)(a).
(6) (a) A local education provider that seeks to allow students to concurrently enroll in postsecondary courses, including academic courses and career and technical education courses, which may include course work related to apprenticeship programs and internship programs, at an institution of higher education shall enter into a cooperative agreement with the institution of higher education.
(b) A cooperative agreement must include, but need not be limited to:
(I) The amount and transferability of academic credit to be granted for course work successfully completed by a qualified student concurrently enrolled in the institution of higher education;
(II) A requirement that course work completed by a qualified student through concurrent enrollment at the institution of higher education qualify as a gateway course, as defined in section 23-1-113 (11)(b.5), with academic instruction credit or academic credit that applies toward completion of developmental education courses, toward earning a certificate or degree awarded through an approved postsecondary career and technical education program, is approved by the department of higher education for transfer from a two-year institution to a four-year institution in satisfaction of prerequisite courses for a specific major, is approved for statewide transfer pursuant to section 23-1-125, or is part of a statewide degree transfer agreement pursuant to section 23-1-108 (7)(a);
an approved postsecondary career and technical education program, is approved by the department of higher education for transfer from a two-year institution to a four-year institution in satisfaction of prerequisite courses for a specific major, is approved for statewide transfer pursuant to section 23-1-125, or is part of a statewide degree transfer agreement pursuant to section 23-1-108 (7)(a);
(III) A requirement that the local education provider pay the tuition for each course completed by a qualified student through concurrent enrollment at the institution of higher education in an amount that shall be negotiated by the local education provider and the institution pursuant to the provisions of section 22-35-105 (3);
(IV) A requirement that the local education provider and the institution of higher education establish an academic program of study for each qualified student who concurrently enrolls in the institution, which academic program of study shall include the academic plan of study established pursuant to subsection (3) of this section and a plan by which the local education provider shall make available to the student ongoing counseling and career planning;
(IV.5) Provisions pursuant to which the local education provider and the institution of higher education may share student contact and academic information to facilitate the qualified student's concurrent enrollment and the recording of the qualified student's academic performance in the concurrent enrollment course;
(V) A confirmation by the local education provider of the qualified student's uniquely identifying student number, which shall be retained by the institution of higher education for the purposes described in section 23-18-202 (5)(c)(I)(B), C.R.S.;
(VI) Language authorizing the payment of stipends from the college opportunity fund program, part 2 of article 18 of title 23, C.R.S., on behalf of the qualified student; except that a cooperative agreement need not include this language if the institution of higher education that is a party to the cooperative agreement does not receive stipends from the college opportunity fund program;
(VII) Consideration and identification of ways in which qualified students who concurrently enroll in postsecondary courses, including academic courses or career and technical education courses, which may include course work related to apprenticeship programs and internship programs, can remain eligible for interscholastic high school activities; and
(VIII) Other financial provisions that the local education provider and the institution of higher education may elect to include in the agreement pursuant to the provisions of section 22-35-105 (5).
(c) An institution of higher education that enters into a cooperative agreement with a local education provider shall provide a copy of the cooperative agreement to the department of higher education, which shall retain the copy. If the cooperative agreement contemplates the provision of career and technical education courses, which may include course work related to apprenticeship programs or internship programs, to qualified students, the institution shall also provide a copy of the cooperative agreement to the state board for community colleges and occupational education, which shall retain the copy.
(7) A postsecondary instructor shall not be required to hold a teacher's license or authorization issued pursuant to the provisions of article 60.5 of this title in order to instruct a qualified student who is concurrently enrolled in a course offered by an institution of higher education.
agreement to the state board for community colleges and occupational education, which shall retain the copy.
(7) A postsecondary instructor shall not be required to hold a teacher's license or authorization issued pursuant to the provisions of article 60.5 of this title in order to instruct a qualified student who is concurrently enrolled in a course offered by an institution of higher education.
(8) (a) A district charter school may elect to allow a qualified student of the district charter school to concurrently enroll pursuant to the provisions of a cooperative agreement that is entered into by either:
(I) The school district of the district charter school and an institution of higher education; or
(II) The district charter school and an institution of higher education.
(b) If a district charter school elects to allow a qualified student of the district charter school to concurrently enroll pursuant to the provisions of a cooperative agreement that is entered into by the school district of the district charter school and an institution of higher education:
(I) The district charter school shall be responsible for paying the tuition for each course that is completed by the qualified student pursuant to the cooperative agreement; and
(II) The qualified student of the district charter school shall not concurrently enroll unless, not later than sixty days before the end of the academic term that immediately precedes the intended term of concurrent enrollment, he or she applies for approval of concurrent enrollment from the superintendent of the school district or his or her designee, and the superintendent or his or her designee grants such approval or waives this time limitation, as described in subsection (2) of this section.
(c) If a district charter school elects to allow a qualified student of the district charter school to concurrently enroll as described in subparagraph (I) or (II) of paragraph (a) of this subsection (8), nothing in this article shall be interpreted to entitle the district charter school to any moneys from the school district of the district charter school other than those moneys to which the district charter school is entitled pursuant to the provisions of this title.
(d) The authorizing school district of a district charter school shall not prohibit the district charter school from allowing qualified students of the district charter school to concurrently enroll, subject to the approval of the superintendent or his or her designee as provided in subsection (8)(b)(II) of this section, pursuant to the provisions of a cooperative agreement that is entered into by the school district and an institution of higher education.
(9) A student who concurrently enrolls at an institution of higher education pursuant to this article shall not be disqualified or otherwise rendered ineligible for any state-based financial assistance for which he or she would otherwise be eligible as an entering student at the institution.
(10) (a) Each public institution of higher education is strongly encouraged to allow the concurrent enrollment of qualified students pursuant to this article.
tion of higher education pursuant to this article shall not be disqualified or otherwise rendered ineligible for any state-based financial assistance for which he or she would otherwise be eligible as an entering student at the institution.
(10) (a) Each public institution of higher education is strongly encouraged to allow the concurrent enrollment of qualified students pursuant to this article.
(b) Nothing in this article shall be interpreted to require an institution of higher education to allow the concurrent enrollment of qualified students pursuant to this article or to require an institution of higher education to enter into a cooperative agreement with a local education provider; except that an institution of higher education that elects to allow the concurrent enrollment of a qualified student pursuant to this article shall enter into a cooperative agreement with the local education provider of the student as described in subsection (6) of this section.
(11) On or before January 1, 2010, the department shall explore strategies by which the state may provide opportunities for children who are participating in a home-based educational program pursuant to section 22-33-104.5 to participate in a concurrent enrollment program.
(12) On and after July 1, 2012, except as provided in section 22-35-110 (4), the concurrent enrollment of a student is prohibited except as permitted by the provisions of this article.
(13) Notwithstanding any other provision of this article, a qualified student shall not concurrently enroll in a course that is offered by a postsecondary career and technical education program, including a course that is related to an apprenticeship program or internship program, unless the course is included in a postsecondary degree or certificate program that is approved by the state board for community colleges and occupational education.
(14) If a qualified student concurrently enrolls in a course that is provided by a postsecondary career and technical education program, including a course that is related to an apprenticeship program or internship program, the instructor of the course must possess a current career and technical education teaching credential that has been authorized by the state board for community colleges and occupational education.
(15) A local education provider that offers courses for concurrent enrollment that are taught by employees of the local education provider may contract with another local education provider to allow qualified students enrolled by the contracting local education provider to participate in the concurrent enrollment courses.
C.R.S. § 22-35-105 Financial provisions - payment of tuition
22-35-105. Financial provisions - payment of tuition. (1) A cooperative agreement shall include financial provisions that satisfy the requirements of this section.
(2) If a qualified student concurrently enrolls in a course offered by an institution of higher education, the institution is responsible for course content, placement of the student in the course, and the quality of instruction. In addition, because the qualified student is receiving academic credit at the qualified student's local education provider for the course pursuant to section 22-35-104 (5):
(a) The qualified student is included in the funded pupil count of the student's school district or, in the case of a student enrolled in an institute charter school, of the school's accounting district, as determined pursuant to article 54 of this title 22; and
(b) The institution of higher education shall include the qualified student in determining the number of full-time equivalent students enrolled in the institution pursuant to the provisions of title 23, C.R.S.
(3) (a) A cooperative agreement shall establish the tuition rate at which the local education provider shall pay the institution of higher education for any courses in which a qualified student of the local education provider concurrently enrolls at the institution. The tuition rate shall not exceed:
(I) For a course offered by a public community college, a public local district college, or an area technical college, the student share of the tuition rate established for Colorado residents enrolled in the course, which tuition rate is established by the state board for community colleges and occupational education pursuant to section 23-60-202 (1)(c)(I), C.R.S.; except that, if the local education provider is located outside the boundaries of every community college service area, as assigned by the commission pursuant to section 23-60-207, C.R.S., the tuition rate shall not exceed the actual student share of the resident tuition rate of the nearest Colorado public institution of higher education.
(II) For a course offered by any other institution of higher education, the student share of the tuition rate established for Colorado residents enrolled in a general studies course at a community college, which tuition rate is established by the state board for community colleges and occupational education pursuant to section 23-60-202 (1)(c)(I), C.R.S.; except that, if the local education provider is located outside the boundaries of every community college service area, as assigned by the commission pursuant to section 23-60-207, C.R.S., the tuition rate shall not exceed the actual student share of the resident tuition rate of the nearest Colorado public institution of higher education.
(b) Repealed.
(4) Repealed.
(5) A local education provider and an institution of higher education may elect to include in their cooperative agreement other financial provisions that are not inconsistent with the provisions of this section.
C.R.S. § 22-35-106 Transportation
22-35-106. Transportation. A local education provider of a qualified student who is concurrently enrolled at an institution of higher education shall not be required to provide or pay for transportation for the qualified student to or from the institution.
C.R.S. § 22-35-107 Concurrent enrollment advisory board - created - membership - duties - reports - repeal
22-35-107. Concurrent enrollment advisory board - created - membership - duties - reports - repeal. (1) There is created in the department the concurrent enrollment advisory board. The board consists of members appointed as provided in this section and has the powers and duties specified in this section. The board is a type 2 entity, as defined in section 24-1-105, and exercises its powers and performs its duties and functions under the department, the commissioner of education, and the state board.
(2) The board consists of the following members:
(a) Three representatives from the state system of elementary and secondary education appointed by the commissioner of education, including at least one member who represents a rural public school or school district and at least one member who represents a school district where a relatively low percentage of recent high school graduates have enrolled in institutions of higher education;
(b) Five representatives from the state systems of higher education appointed by the executive director of the department of higher education, including two members who represent the Colorado community college system, one member who represents a public, four-year institution of higher education, one member who represents a local district college, and one member who represents an area technical college;
(c) Five representatives appointed by the governor, including at least one member who has experience in postsecondary student counseling, student admissions, and financial aid; at least one member who has experience in public budgeting and finance; a parent of a student enrolled in public school; and a student enrolled in high school;
(d) The director of accreditation and regional services within the department or his or her designee; and
(e) Two representatives of postsecondary career and technical education programs, one of whom is the director of career and technical education within the state system of community and technical colleges and one of whom represents the state system of elementary and secondary education and is appointed by the state board for community colleges and occupational education.
(3) Each appointing authority shall make its initial appointments no later than October 1, 2009. The governor shall make the initial appointment of a parent and student pursuant to subsection (2)(c) of this section no later than October 1, 2019. Each member of the board serves at the pleasure of the member's appointing authority for a term of three years. The appropriate appointing authority shall fill any vacancies arising during a member's term on the board.
(4) The commissioner of education shall call the first meeting of the board to be held no later than November 15, 2009. At its first meeting, and annually thereafter, the board shall select from among its members a person to serve as chair of the board. The board shall meet upon call of the chair as often as necessary to accomplish its duties as specified in this section.
(5) The board members shall serve without compensation and without reimbursement for expenses. Upon request of the board chair, the department, to the extent possible within existing resources, shall provide meeting space, equipment, and staff services as may be necessary for the board to carry out its duties under this section.
(6) The board has the following duties:
(a) Establishing guidelines for the administration of the ASCENT program pursuant to section 22-35-108 (4) and the TREP program pursuant to section 22-35-108.5 (4);
(b) Advising and assisting local education providers and institutions of higher education in preparing cooperative agreements;
cessary for the board to carry out its duties under this section.
(6) The board has the following duties:
(a) Establishing guidelines for the administration of the ASCENT program pursuant to section 22-35-108 (4) and the TREP program pursuant to section 22-35-108.5 (4);
(b) Advising and assisting local education providers and institutions of higher education in preparing cooperative agreements;
(c) Making recommendations as necessary to the general assembly, the state board, and the commission concerning the improvement or updating of state policies relating to concurrent enrollment programs, including but not limited to recommendations of policies that will allow every local education provider in the state to have adequate resources to enter into at least one cooperative agreement;
(d) On or before December 1, 2022, considering and making recommendations to the state board and the education committees of the house of representatives and senate, or any successor committees, regarding the feasibility of a waiver process whereby a local education provider, on behalf of a qualified student, could apply to the department for a waiver of certain provisions of section 22-35-108, which waiver would allow the local education provider to designate the student as an ASCENT program participant in the second year following the year in which the qualified student was enrolled in the twelfth grade of the local education provider so long as the qualifying student:
(I) Was so designated in the year directly following the year in which the qualified student was enrolled in the twelfth grade of the local education provider;
(II) Requires fifteen or fewer credit hours of postsecondary course work to achieve a postsecondary credential; and
(III) Is eligible for free or reduced-price lunch pursuant to the federal "Richard B. Russell National School Lunch Act", 42 U.S.C. sec. 1751 et seq.;
(e) Submitting to the state board for its approval or disapproval recommendations made pursuant to paragraphs (c) and (d) of this subsection (6);
(f) Collaborating with persons from the department of education, the department of labor and employment, the community college system, the local district colleges, area technical colleges, and the Colorado work force development council created in section 24-46.3-101, C.R.S., to create a set of standard recommendations to advise and assist local education providers in creating cooperative agreements to include course work related to apprenticeship programs and internship programs as options within a local education provider's concurrent enrollment program. The board shall complete the standard recommendations and make them available to local education providers by January 1, 2016.
(g) To work with the department of education, the department of higher education, and the community college system that supports the enrollment of first-generation students, low-income students, and students of color in concurrent enrollment programs.
(7) On or before December 1, 2010, and on or before December 1 each year thereafter, the board shall prepare a report and submit it to the state board and the commission. The report, at a minimum, shall include:
(a) Any guidelines that the board has established pursuant to paragraph (a) of subsection (6) of this section; and
(b) Any recommendations that the board makes pursuant to paragraph (c) of subsection (6) of this section.
(8) (a) This section is repealed, effective September 1, 2027.
(b) Prior to said repeal, the board shall be reviewed as provided in section 2-3-1203.
C.R.S. § 22-35-108 Accelerating students through concurrent enrollment program - objectives - non-tuition expenses - rules
22-35-108. Accelerating students through concurrent enrollment program - objectives - non-tuition expenses - rules. (1) (a) There is established the accelerating students through concurrent enrollment program, which is available to qualified students who are designated by their enrolling local education providers pursuant to subsection (2)(a) of this section. The objectives of the ASCENT program are to:
(I) Increase the percentage of students who participate in postsecondary education, especially among low-income and traditionally underserved populations;
(II) Decrease the number of students who do not complete high school;
(III) Decrease the amount of time that is required for a student to complete a postsecondary degree or certificate;
(IV) Reduce state expenditures for public education; and
(V) Increase the number of educational pathways available to students.
(b) Notwithstanding any provision of this article 35 to the contrary, a qualified student who is designated by the student's local education provider to be an ASCENT program participant pursuant to subsection (2) of this section may concurrently enroll in postsecondary courses, including academic courses and career and technical education courses, in the year directly following the year in which the qualified student was enrolled in the twelfth grade of the local education provider.
(2) (a) A local education provider may designate a qualified student as an ASCENT program participant if the qualified student:
(I) Has completed or is on schedule to complete at least nine credit hours of postsecondary course work prior to the completion of the qualified student's twelfth-grade year;
(II) Is not in need of a developmental education course;
(III) Has been accepted into a postsecondary degree program at an institution of higher education;
(IV) Has not been designated as an ASCENT program participant in a prior year.
(V) Has completed and submitted a free application for federal student aid or a Colorado application for state financial aid; and
(VI) Has satisfied any other selection criteria established by the board's guidelines, pursuant to subsection (4) of this section.
(b) Each local education provider that designates qualified students to participate in the ASCENT program shall, as provided by state board rule, report to the department the estimated number of ASCENT program participants that the local education provider will enroll for the following school year. The department, as part of its annual budget request to the general assembly, shall report the estimated total number of ASCENT program participants for the following school year.
(c) For the 2025-26 state fiscal year, and each state fiscal year thereafter, the local education provider shall not designate a total number of ASCENT program participants that is greater than the total number of ASCENT program participants that it designated in the 2024-25 state fiscal year.
(3) The local education provider of a qualified student who is designated by the local education provider as an ASCENT program participant may include the student in the district's funded pupil count, or, in the case of a qualified student enrolled in an institute charter school, in the funded pupil count of the school's accounting district, as determined pursuant to article 54 of this title 22.
(4) The board shall establish guidelines as necessary for the administration of the ASCENT program, including selection criteria that the local education provider may use to designate qualified students as ASCENT program participants.
(5) For the purposes of part 5 of article 11 of this title 22 concerning school accountability reports, the department shall include ASCENT program participants in the reporting requirements, regardless of whether an ASCENT program participant has completed the participant's graduation requirements.
e local education provider may use to designate qualified students as ASCENT program participants.
(5) For the purposes of part 5 of article 11 of this title 22 concerning school accountability reports, the department shall include ASCENT program participants in the reporting requirements, regardless of whether an ASCENT program participant has completed the participant's graduation requirements.
(6) For purposes of applying the provisions of article 11 of this title 22 concerning school accountability and reporting graduation rates, a qualified student who is an ASCENT program participant must be counted in the enrolling school district's or institute charter school's graduation rate in the school year in which the student completes the school district's or institute charter school's minimum high school graduation requirements. The state board shall promulgate rules for schools and school districts to follow in satisfying state and federal reporting requirements concerning the enrollment status of ASCENT program participants. To the extent practicable, the rules must ensure that schools and school districts are not adversely affected in calculating and reporting the completion of high school graduation requirements by qualified students who have been designated by local education providers as ASCENT program participants. The rules must include, at a minimum, reporting requirements relating to:
(a) The provisions of article 7 of this title 22 concerning educational accountability; and
(b) The provisions of article 11 of this title 22 concerning educational accreditation.
(7) On or before December 1, 2024, the department shall submit a report to the education committees of the house of representatives and the senate, or their successor committees, and the joint budget committee, concerning recommendations to improve the ASCENT program. At a minimum, the report must include:
(a) A sample-based analysis of the expenditures required of local education providers to offer the ASCENT program, including information regarding the amount paid for student tuition; fees; textbooks; transportation; student support services, including counseling; and any other expenditures required of local education providers for general overhead. The report must include information from a sample of schools that designated ASCENT program participants during the 2023-24 budget year and recommendations for future data collections regarding ASCENT program expenditures.
(b) Information provided by districts to the department regarding ASCENT program services and expenditures that have the greatest effect; and
(c) Recommended changes to improve the ASCENT program, including an estimate of how the recommendations would improve outcomes based on the objectives stated pursuant to subsection (1)(a) of this section.
C.R.S. § 22-35-108.5 Teacher recruitment education and preparation (TREP) program - objectives - selection criteria - rules
22-35-108.5. Teacher recruitment education and preparation (TREP) program - objectives - selection criteria - rules. (1) (a) There is established the teacher recruitment education and preparation program, referred to in this section as the "TREP program". Beginning in the 2022-23 school year, the department shall administer the TREP program pursuant to this section and guidelines established by the board pursuant to subsection (4) of this section and approved by the state board for community colleges and occupational education. The objectives of the TREP program are to:
(I) Increase the number of students who enter the teaching profession;
(II) Increase the percentage of students who participate in postsecondary educator preparation programs, especially among low-income and traditionally underserved populations;
(III) Create a more diverse teacher workforce to reflect the ethnic diversity of the state;
(IV) Decrease the amount of time that is required for a student to complete a postsecondary educator preparation degree or certificate; and
(V) Increase the opportunities to participate in the teaching career pathway.
(b) Notwithstanding any provisions of this article 35 to the contrary, a qualified student who is designated by the department to be a TREP program participant pursuant to subsection (2) of this section may concurrently enroll in postsecondary courses in the two years directly following the year in which the participant was enrolled in the twelfth grade of a local education provider.
(2) (a) Subject to available appropriations, the department may designate as a TREP program participant a qualified student who:
(I) Is following the teaching career pathway created in section 23-60-110 and is on schedule to complete the courses specified in the teaching career pathway for the twelfth grade year and is enrolling in the postsecondary courses identified in the teaching career pathway for the fifth and sixth years;
(II) Is not in need of a developmental education course;
(III) Has been selected for participation in the TREP program by the participant's high school principal or equivalent school administrator;
(IV) Has been accepted into a postsecondary degree program at an institution of higher education; and
(V) Has satisfied any other selection criteria established by guidelines established by the board pursuant to subsection (4) of this section and approved by the state board for community colleges and occupational education.
(b) (I) The department, as part of its annual budget request to the general assembly, shall report the total number of potential TREP program participants for the following school year.
(II) The general assembly shall annually fund each potential TREP program participant at the same per-pupil rate as determined by the ASCENT program as described in section 22-35-108. For the 2022-23 budget year, the general assembly shall appropriate funding for no more than two hundred TREP program participants.
(III) The department shall not designate a greater number of TREP program participants for a school year than the number of participants the general assembly approves for funding in the annual appropriation act for the applicable budget year.
(3) (a) The local education provider that enrolls a qualified student who is designated by the department as a TREP program participant may include the student in the school district's funded pupil count, or, in the case of a student enrolled in an institute charter school, in the funded pupil count of the institute charter school's accounting district as determined pursuant to article 54 of this title 22.
he local education provider that enrolls a qualified student who is designated by the department as a TREP program participant may include the student in the school district's funded pupil count, or, in the case of a student enrolled in an institute charter school, in the funded pupil count of the institute charter school's accounting district as determined pursuant to article 54 of this title 22.
(b) A local education provider that receives extended high school funding, as described in article 54 of this title 22, in a budget year for program participants may expend the funding on behalf of TREP program participants who enroll in an institution of higher education during that budget year and on behalf of the TREP program participants who, by May 1 of that budget year, are admitted to an institution of higher education to participate in the TREP program during the next budget year.
(c) The local education provider shall certify to the department by May 10 of each year the list of TREP program participants who are admitted to an institution of higher education to participate in the TREP program during the next budget year. At the end of the budget year in which the local education provider receives the extended high school funding for TREP program participants, the local education provider shall remit to the department any remaining amount of the funding that the local education provider is not using for a TREP program participant who is included on the certified list.
(4) The board shall establish guidelines for the administration of the TREP program that are approved by the state board for community colleges and occupational education, including but not limited to selection criteria that the department may use pursuant to subsection (2)(a)(V) of this section to designate qualified students as TREP program participants.
(5) For purposes of part 5 of article 11 of this title 22 concerning school accountability reports, the department shall include TREP program participants in the reporting requirements, regardless of whether a TREP program participant has completed the graduation requirements.
(6) For purposes of applying the provisions of article 11 of this title 22 concerning school accountability and reporting graduation rates, a qualified student who is a TREP program participant must be counted in the enrolling school district's or institute charter school's graduation rate in the school year in which the student completes the school district's or institute charter school's minimum high school graduation requirements. The state board of education shall promulgate rules for schools and school districts to follow in satisfying state and federal reporting requirements concerning the enrollment status of TREP program participants. To the extent practicable, the rules must ensure that schools and school districts are not adversely affected in calculating and reporting the completion of high school graduation requirements by qualified students who have been designated by the department as TREP program participants. The rules must include, at a minimum, reporting requirements related to:
(a) The provisions of article 7 of this title 22 concerning educational accountability; and
(b) The provisions of article 11 of this title 22 concerning educational accreditation.
(7) On or before July 1, 2031, the department shall prepare and submit to the education committees of the senate and house of representatives, or any successor committees, a report concerning the outcomes achieved by the TREP program and the effectiveness of the TREP program in meeting the objectives described in section 22-35-108.5 (1). Based on the outcomes achieved and the evaluation of effectiveness, the department shall include in the report a recommendation as to whether the TREP program should be continued, amended, or repealed.
C.R.S. § 22-35-109 Institution of higher education - enrollment - limitations
22-35-109. Institution of higher education - enrollment - limitations. (1) An institution of higher education to which a qualified student applies for concurrent enrollment may allow the student to enroll in courses offered by the institution. An institution of higher education may limit the number of qualified students that the institution allows to enroll.
(2) If an institution of higher education refuses to allow a qualified student to concurrently enroll, the institution shall provide a written explanation of its refusal to the student and the student's local education provider.
C.R.S. § 22-35-109.5 Community colleges - dropout recovery programs - definitions
22-35-109.5. Community colleges - dropout recovery programs - definitions. (1) As used in this section, unless the context otherwise requires:
(a) "Community college" means an institution that operates as part of the state system of community and technical colleges established in part 2 of article 60 of title 23, C.R.S., or a local district college, as defined in section 23-71-102, C.R.S., that operates pursuant to article 71 of title 23, C.R.S.
(b) "Dropout recovery program" means a dual-credit high school diploma completion program operated by a community college pursuant to an agreement with a local education provider for students who have dropped out or are at risk of dropping out of high school.
(2) (a) A community college may enter into agreements with one or more local education providers to operate dropout recovery programs for students who have dropped out or are at risk of dropping out of high school. To participate in a dropout recovery program, a student shall be at least sixteen years of age but younger than twenty-one years of age. If the student is at risk of dropping out of high school, the student shall obtain permission from the chief executive officer of the school in which the student is enrolled before the student may participate in the dropout recovery program. A student who enrolls in a dropout recovery program is included in the pupil enrollment of the local education provider that is a partner in the program, but does not attend classes at a school operated by the local education provider. The student attends classes either in person or virtually only at the community college at which the student enrolls pursuant to the dropout recovery program. A student may participate in a dropout recovery program until he or she completes the high school graduation requirements or reaches twenty-one years of age, whichever comes first.
(b) Notwithstanding any provision of this article 35 or of article 54 of this title 22 or any rules adopted for the implementation of article 54 to the contrary:
(I) Repealed.
(II) A student enrolled in a dropout recovery program pursuant to this section is not restricted in the number of credit hours per semester or in the overall number of credit hours for which the student may enroll through the dropout recovery program, unless limited by the enrolling institution;
(III) After a student enrolls in a dropout recovery program, the local education provider that is a partner in the program may include the student in its pupil enrollment as a full-time student, regardless of whether the student is actually in class for the minimum number of required hours for full-time enrollment, so long as the student enrolls in at least seven credit hours per semester; and
(IV) A student enrolled in a dropout recovery program pursuant to this section may enroll in courses at the community college that qualify for credit toward completion of the local education provider's requirements for high school graduation, even if the courses do not qualify for academic credit applicable toward earning a degree or certificate at the community college.
(3) The agreement between a community college and a local education provider to operate a dropout recovery program pursuant to this section shall specify, at a minimum, that:
(a) All of the courses the student is allowed to take through the dropout recovery program qualify for credit toward completion of the local education provider's requirements for high school graduation;
(b) The local education provider shall provide to the community college the uniquely identifying student number for each student enrolled in the dropout recovery program;
ify, at a minimum, that:
(a) All of the courses the student is allowed to take through the dropout recovery program qualify for credit toward completion of the local education provider's requirements for high school graduation;
(b) The local education provider shall provide to the community college the uniquely identifying student number for each student enrolled in the dropout recovery program;
(c) The local education provider shall confirm that each student enrolled in the dropout recovery program has dropped out of enrollment with a local education provider or, if the student is at risk of dropping out of high school, has the permission of the chief executive officer of the school in which the student is enrolled to enroll in the dropout recovery program;
(d) The local education provider shall include each student enrolled in the dropout recovery program as a full-time pupil in the local education provider's pupil enrollment so long as the student is enrolled in the dropout recovery program; and
(e) The local education provider shall pay the student share of the tuition for each course in which a student enrolls through the dropout recovery program in an amount negotiated by the local education provider and the community college. The local education provider and the community college may agree to additional financial provisions that are not inconsistent with the provisions of section 22-35-105.
C.R.S. § 22-35-110 Exclusions
22-35-110. Exclusions. (1) The provisions of this article 35 shall not apply to any course that is offered as part of a program of off-campus instruction established pursuant to section 23-1-109 (1) to (5).
(2) Nothing in this article shall be construed to restrict the ability of an institution of higher education to independently offer courses for college credit outside of the regular school day using school district facilities.
(3) Repealed.
(4) The provisions of this article shall not apply to an early college.
C.R.S. § 22-35-111 Rules
22-35-111. Rules. (1) On or before July 1, 2010, the state board shall promulgate rules pursuant to the "State Administrative Procedure Act", article 4 of title 24, C.R.S., for the administration of this article. The rules, at a minimum, shall establish:
(a) Guidelines for local education providers to use in creating standard concurrent enrollment application forms, as described in section 22-35-104 (2)(c); and
(b) Guidelines for principals, counselors, and teacher advisors to use in approving or disapproving academic plans of study, as described in section 22-35-104 (3).
(2) The state board shall adopt rules to specify the number of postsecondary credits in which a qualified student must be concurrently enrolled to qualify for full-time membership for purposes of the "Public School Finance Act of 2025", article 54 of this title 22.
C.R.S. § 22-35-112 Reports
22-35-112. Reports. (Repealed)
C.R.S. § 22-35-113 Concurrent enrollment - website
22-35-113. Concurrent enrollment - website. (1) By July 1, 2020, the department of education and the department of higher education, with advice from the state board, shall make available to the public a concurrent enrollment website to provide information to students, parents, and legal guardians concerning concurrent enrollment options and requirements. The departments must ensure that the website is clear, easy to navigate, and generally user-friendly. In addition, the website must at a minimum:
(a) Clearly explain, differentiate, compare, and contrast concurrent enrollment; dual enrollment programs; early college; the ASCENT program; the TREP program; p-tech high schools, as defined in section 22-35.3-102; international baccalaureate programs; and advanced placement courses;
(b) Explain and differentiate the challenges, benefits, and costs of participating in the programs listed in subsection (1)(a) of this section;
(c) Provide information concerning concurrent enrollment in course work related to apprenticeship programs or internship programs, including the postsecondary credit available for completing the course work;
(d) Provide information concerning the eligibility requirements and the general procedure to apply to participate in concurrent enrollment and, where available, links to information on local education provider websites concerning participation in concurrent enrollment;
(e) Provide information concerning concurrently enrolling in postsecondary courses as online or blended learning courses, including the postsecondary courses available through the statewide supplemental online and blended learning program described in section 22-5-119;
(f) Provide information concerning the payment of the costs of concurrent enrollment, including tuition, which is not chargeable to the student or the student's parent or legal guardian, fees and books, which may be chargeable to the student or the student's parent or legal guardian, and transportation;
(g) Explain the transferability of postsecondary credits earned through concurrent enrollment, including any limits on transferring the credits;
(h) Provide information concerning the costs of enrolling in postsecondary education, including career and technical education courses and certificate programs, following high school graduation;
(i) Provide a link to information provided by the Colorado workforce development council concerning apprenticeship programs, internship programs, and the annual Colorado talent report produced pursuant to section 24-46.3-103; and
(j) Provide a link to information concerning average wages for graduates from different programs at different institutions of higher education.
C.R.S. § 22-35-114 Concurrent enrollment expansion and innovation grant program - created - report - rules - legislative declaration - repeal
22-35-114. Concurrent enrollment expansion and innovation grant program - created - report - rules - legislative declaration - repeal. (1) There is created in the department the concurrent enrollment expansion and innovation grant program to provide grants, subject to available appropriations, to partnering local education providers and institutions of higher education, referred to in this section as a "partnership", that seek to begin offering, or to expand their capacity to offer, concurrent enrollment opportunities to qualified students. A single partnership may include multiple local education providers and multiple institutions of higher education. A partnership that seeks a grant must submit an application to the department in accordance with rules of the state board. The application must include:
(a) The number of qualified students, in total and disaggregated by student group, participating in concurrent enrollment in each of the preceding five school years, including the types of postsecondary courses in which qualified students enrolled, including academic and career and technical education courses, which may have included course work related to apprenticeship programs and internship programs; the number of postsecondary credits earned; and whether the postsecondary credits were generally transferable to institutions of higher education throughout the state;
(b) The number of qualified students, in total and disaggregated by student group, who applied for concurrent enrollment in each of the preceding five school years but were denied and the reasons for the denials;
(c) The financial terms of the cooperative agreement between the members of the partnership;
(d) The manner in which the local education provider and the partnering institution of higher education publicize the availability of concurrent enrollment to its students and the amount of counseling provided to students and their parents or legal guardians concerning the costs and benefits of concurrent enrollment and the transferability of credits obtained through concurrent enrollment;
(e) A description of the manner in which the partnership plans to use the grant money to expand the number of qualified students concurrently enrolled in postsecondary courses, which may include:
(I) Assisting one or more teachers with the cost of obtaining a graduate degree in a specific subject so that the teacher may be certified to teach a postsecondary course at a high school;
(II) Removing barriers to concurrent enrollment for qualified students, which may include paying the costs of books, supplies, fees, or transportation;
(III) Sharing data between the members of the partnership, which may include purchasing technology software and equipment to assist in the student enrollment process; and
(IV) Providing services, support, and coordination resources for concurrent enrollment for either or both members of the partnership; and
(f) Any additional information required by rule of the state board, including information that demonstrates the applicant's need for financial support for concurrent enrollment and the likelihood that the applicant's use of the grant will increase the participation of low-income or first-generation qualified students in concurrent enrollment.
(2) The department of education in coordination with the department of higher education shall review each grant application received and recommend to the state board applicants that may receive grants and the recommended amount of each grant. Beginning in the 2019-20 school year, subject to available appropriations, the state board, taking into consideration the recommendations of the department of education and the department of higher education, shall award grants to applying partnerships pursuant to this section. In making recommendations and awarding grants, the departments and the state board shall award grants to partnerships that:
ginning in the 2019-20 school year, subject to available appropriations, the state board, taking into consideration the recommendations of the department of education and the department of higher education, shall award grants to applying partnerships pursuant to this section. In making recommendations and awarding grants, the departments and the state board shall award grants to partnerships that:
(a) Do not provide concurrent enrollment or concurrently enroll few qualified students at the time of application;
(b) Demonstrate the greatest degree of need for financial support to expand concurrent enrollment, including needs that may arise as a result of a higher-than-anticipated participation rate;
(c) Demonstrate the most effective use of the grant money to provide the greatest expansion of concurrent enrollment, which may include expanding by using technological strategies or partnering with the statewide supplemental online and blended learning program described in section 22-5-119 and must include expanding the participation of low-income or first-generation qualified students in concurrent enrollment;
(d) Have demonstrated success in providing concurrent enrollment to a large percentage of the qualified students enrolled by the local education providers and are seeking to implement innovations to expand the number of qualified students concurrently enrolled; or
(e) Have a plan in place to ensure that course work related to apprenticeship programs and internship programs is eligible to receive transferable postsecondary course credits.
(2.5) (a) The general assembly finds and declares that:
(I) On March 11, 2021, the federal government enacted the "American Rescue Plan Act of 2021" (ARPA), Pub.L. 117-2, as the act may be subsequently amended, pursuant to which Colorado will receive $3,828,761,790 from the federal coronavirus state fiscal recovery fund to be used for certain specified purposes, including "to respond to the public health emergency with respect to the Coronavirus Disease 2019 (COVID-19) or its negative economic impacts, including assistance to households, small businesses, and nonprofits, or aid to impacted industries such as tourism, travel, and hospitality";
(II) Under the authority granted pursuant to section 602 (f) of the ARPA, the secretary of the United States treasury adopted regulations providing further guidance to states regarding the authorized uses of the money allocated to states from the federal coronavirus state fiscal recovery fund to respond to the public health emergency or its negative economic impacts, which include:
(A) Providing assistance to unemployed workers, including job training for individuals who want to and are available for work;
(B) Providing aid to impacted industries to respond to the negative economic impacts of the COVID-19 public health emergency; and
(C) Providing programs, services, or other assistance for populations disproportionately impacted by the COVID-19 public health emergency, such as programs or services that address or mitigate the impacts of the public health emergency on education;
(III) Colorado's economic recovery from the COVID-19 public health emergency requires a skilled workforce which can be strengthened through students completing academic and career and technical education courses and programs, including industry credentials, and by supporting the educator workforce in attaining the credentials necessary to participate in concurrent enrollment partnerships between local education providers and institutions of higher education;
(IV) Students from low-income communities, students from communities of color, and first-generation students face increased challenges due to the COVID-19 pandemic and the loss of student and household income in paying for the costs associated with obtaining workforce skills and in completing academic and career and technical education courses and programs, including industry credentials; and
on;
(IV) Students from low-income communities, students from communities of color, and first-generation students face increased challenges due to the COVID-19 pandemic and the loss of student and household income in paying for the costs associated with obtaining workforce skills and in completing academic and career and technical education courses and programs, including industry credentials; and
(V) Without access to low-cost academic and career and technical education courses and programs to mitigate the impacts of the COVID-19 public health emergency on students from low-income communities, students from communities of color, and first-generation students, these students may face long-term, negative educational and economic impacts from the COVID-19 public health emergency.
(b) Therefore, the general assembly declares that appropriating a portion of the federal money for the concurrent enrollment expansion and innovation grant program created in this section will provide the kind of assistance for which Colorado will receive money from the federal coronavirus state fiscal recovery fund and therefore is an appropriate and lawful use of the money transferred to Colorado under the "American Rescue Plan Act of 2021".
(c) This subsection (2.5) is repealed, effective July 1, 2026.
(3) (a) Each partnership that receives a grant pursuant to this section shall report to the department of education and the department of higher education the manner in which it uses the grant money and any other information requested by either the department of education or the department of higher education to prepare the report required in subsection (3)(b) of this section.
(b) On or before February 1, 2021, and on or before February 1 each year thereafter, the department of education in coordination with the department of higher education shall prepare a report concerning implementation of the concurrent enrollment expansion and innovation grant program. At a minimum, the report must include:
(I) The grant recipients and the amount of the grant awarded to each recipient;
(II) The manner in which each grant recipient used the grant money received;
(III) The number and demographics of the qualified students concurrently enrolled in postsecondary courses in the school years before and after the grant recipient received the grant;
(IV) The number of teachers who received a credential using assistance received from a grant;
(V) The types of postsecondary courses, including career and technical education courses and any course work related to apprenticeship programs and internship programs, in which qualified students enrolled in the school years before and after the grant recipient received the grant;
(VI) The number and transferability of the postsecondary credits earned through concurrent enrollment in the school years before and after the grant recipient received the grant;
(VII) The high school graduation rate of each local education provider that participates in the grant program, in total and disaggregated by student group;
(VIII) The number of students who participated in concurrent enrollment who completed an associate degree or a certificate from an approved career and technical education program, in total and disaggregated by student group; and
(IX) The number of qualified students who participated in concurrent enrollment and matriculated to a two-year or four-year institution, in total and disaggregated by student group.
(c) The department shall submit the report to the state board, the department of higher education, the commission, and the education committees of the house of representatives and the senate, or any successor committees. The department shall also post the report on the concurrent enrollment website created pursuant to section 22-35-113.
ar institution, in total and disaggregated by student group.
(c) The department shall submit the report to the state board, the department of higher education, the commission, and the education committees of the house of representatives and the senate, or any successor committees. The department shall also post the report on the concurrent enrollment website created pursuant to section 22-35-113.
(d) Notwithstanding the requirement in section 24-1-136 (11)(a)(I), the report required in this subsection (3) continues indefinitely.
(4) (a) The general assembly may annually appropriate money to the department for grants as provided in this section, including money from the marijuana tax cash fund created in section 39-28.8-501 and money from the state education fund created in section 17 of article IX of the state constitution.
(b) The general assembly declares that, for purposes of section 17 of article IX of the state constitution, expansion of concurrent enrollment is an important element in implementing accountable education reform and may therefore receive funding from the state education fund created in section 17 (4) of article IX of the state constitution.
(c) Notwithstanding any provision of this section to the contrary, in a budget year in which the general assembly does not appropriate money for grants pursuant to this section, the department and the state board are not required to implement the provisions of this section.
C.R.S. § 22-35-115 Postsecondary and workforce readiness programs - financial study - funding - reports - legislative declaration - definitions
22-35-115. Postsecondary and workforce readiness programs - financial study - funding - reports - legislative declaration - definitions. (1) (a) The general assembly finds and declares that:
(I) Colorado's economic vitality depends on a highly educated, skilled, and diverse workforce ready to meet the job demands of a post-pandemic world. This requires a learner-centered approach to offering programs designed to integrate secondary, postsecondary, and work-based learning opportunities for students enrolled in high school and, ultimately, creating pathways and workforce options that allow students in Colorado to graduate high school with a career-connected learning opportunity.
(II) Colorado is considered a national leader in postsecondary and workforce readiness policies and has enacted statutes that provide resources and funding mechanisms to districts that offer postsecondary and workforce opportunities in high school, including the ability to earn college credits, obtain industry credentials, or experience work-based learning;
(III) The general assembly has enacted statutes directing community colleges and the state workforce development council to create and expand career pathways in a wide variety of careers ranging from manufacturing career pathways to integrated career pathways within growing industry sectors to career pathways for teachers;
(IV) These statutes and programs have led to a significant expansion of work-based learning and partnerships with employers and a notable increase in the number of students completing courses in high school that qualify for both secondary and postsecondary credit, industry credential programs, and work-based learning experiences. The Colorado department of education reports that between 2016 and 2023, over sixty-five thousand students completed qualifying advanced placement courses through the career development success program, obtained industry credentials, and participated in work-based learning experiences.
(V) The task force created in House Bill 21-1330 called for expanding innovative high school, postsecondary, and workforce options and pathways, which broadly include work-based learning, credential completion, apprenticeships, and other experiences, with a focus on high-need, in-demand, high-value business- and industry-focused career pathways;
(VI) In response, the general assembly passed House Bill 22-1215, which created a task force to review the complicated and interwoven set of issues related to program approval, availability, and funding that results in unequal student access to postsecondary and workforce readiness programs across the state and to make recommendations to address these issues;
(VII) The important work conducted by the members of the task force provided critical recommendations for how the state can ensure that every student in Colorado can graduate from high school with college credits; an in-demand, industry credential; or a quality, work-based learning experience;
(VIII) The recommendations of the task force center on simplifying programs, aligning incentives, understanding effects, and developing and improving systems that better connect education and the workforce;
(IX) Notably, the task force was unable to evaluate the effect of postsecondary and workforce readiness programs due to the limited access to outcome data and lack of consistent outcome data, and the absence of disaggregated data and a longitudinal data system to connect long-term wage outcomes with participation in these programs;
mproving systems that better connect education and the workforce;
(IX) Notably, the task force was unable to evaluate the effect of postsecondary and workforce readiness programs due to the limited access to outcome data and lack of consistent outcome data, and the absence of disaggregated data and a longitudinal data system to connect long-term wage outcomes with participation in these programs;
(X) The task force made thirteen recommendations and recommended the state begin by focusing on streamlining administration, developing a longitudinal data system, and creating sustainable funding. The task force report concluded with encouragement to think beyond existing programs and to develop, "a streamlined system that serves learners in all their education and workforce readiness training and is easy to navigate for all those who support them."
(XI) The task force also recommended prioritizing the third recommendation: "Establish and utilize a robust statewide longitudinal data system. The system should interface with data reported from the relevant entities that is shareable across agencies and comply with existing statutory parameters, including state and federal data privacy laws. There should also be an investment in a public-facing dashboard with education and employment outcomes to help inform decisions made by learners and families."
(XII) The Colorado department of education, the Colorado workforce development council, the Colorado department of higher education, and the office of information technology have led efforts to expand data sharing to answer key questions regarding education and workforce issues, while protecting student privacy and security, at the behest of state agencies and the general assembly;
(XIII) These state partnerships are in addition to one-on-one data-sharing efforts that exist for specific, existing, statutorily required reports;
(XIV) Colorado does not have a single, longitudinal data system, which, as seen in other states, can provide a single stop in a neutral agency to examine the long-term effects of investments made by the state in workforce development programs that sit primarily, but not entirely, in education, workforce, and economic development agencies; and
(XV) Addressing the recommendations provided by the task force will require partnership within and beyond the general assembly and government partners and requires intentionality to ensure that the state is taking action in the best interest of its students.
(b) The general assembly finds, therefore, that:
(I) To begin the work of ensuring students have equitable access in high school to college credit, quality industry credentials, and work-based learning experiences, the state must begin by understanding the costs for students to obtain these experiences, and as recommended by the task force, examine the long-term effect of these opportunities for students;
(II) Studying the costs for postsecondary and workforce programs and implementing a statewide longitudinal data system will lay critical foundation for implementing the recommendations into state systems in 2025 to modernize, simplify, and better integrate opportunities for students to obtain college credit, industry credentials, and work-based learning opportunities; and
(III) There is understanding of and commitment to the conclusion of the task force report: "The recommendations are intertwined and should be scaffolded as such, with the understanding that they will take time to implement. The task force believes that implementing all recommendations is necessary to meaningfully improve [postsecondary and workforce readiness]..."
(2) As used in this section, unless the context otherwise requires:
(a) "Colorado statewide longitudinal data system" means the statewide data system that connects data from contributing state agencies and partner entities and supports the purposes identified in section 24-37.5-125 (2)(a).
enting all recommendations is necessary to meaningfully improve [postsecondary and workforce readiness]..."
(2) As used in this section, unless the context otherwise requires:
(a) "Colorado statewide longitudinal data system" means the statewide data system that connects data from contributing state agencies and partner entities and supports the purposes identified in section 24-37.5-125 (2)(a).
(b) "Postsecondary and workforce readiness programs" means programs for Colorado high school students to develop the knowledge and competencies needed to succeed in postsecondary settings and to advance in career pathways as lifelong learners and contributing citizens.
(3) (a) The department shall commission a financial study to analyze costs to the state, local education providers, and students, and potential cost savings when providing students the opportunity to obtain college credits, industry credentials, and work-based learning experiences. The financial study must include an analysis on the effects of consolidating certain postsecondary and workforce readiness programs. The department shall contract with an independent contractor, in accordance with the "Procurement Code", articles 101 to 112 of title 24, to conduct the financial study and prepare a final report summarizing the financial study's methodologies, findings, and recommendations.
(b) The department, the department of labor and employment, the Colorado workforce development council, the department of higher education, the Colorado commission on higher education, and the career and technical education division within the Colorado community college system shall provide guidance and input, as necessary, to assist the independent contractor in preparing the final report.
(c) Legislative council staff and joint budget committee staff shall provide input on the financial modeling to assess the costs and savings of postsecondary and workforce readiness programs.
(4) (a) The financial study commissioned pursuant to subsection (3)(a) of this section must include a review of the following postsecondary and workforce readiness programs:
(I) The ASCENT program created in section 22-35-108;
(II) The career development success program created in section 22-54-138;
(III) The concurrent enrollment programs described in section 22-35-104;
(IV) Early college high schools;
(V) Pathways in technology early college high schools created in part 1 of article 35.3 of this title 22;
(VI) The teacher recruitment education and preparation program created in section 22-35-108.5; and
(VII) K-12 work-based learning opportunities described in section 8-83-602 (5).
(b) The financial study may include a review of:
(I) The John W. Buckner automatic enrollment in advanced courses grant program created in part 2 of article 95.5 of this title 22;
(II) The accelerated college opportunity exam fee grant program created in section 22-95.5-102;
(III) The concurrent enrollment expansion and innovation grant program created in section 22-35-114;
(IV) The school counselor corps grant program created in part 1 of article 91 of this title 22; and
(V) Any other pilot program or grant program that supports postsecondary and workforce readiness.
(c) The independent contractor shall interview school district leaders from a broad range of school districts, including, but not limited to, large, urban, and small rural school districts, in order to understand the actual costs to school districts to implement postsecondary and workforce readiness programs.
(d) The independent contractor shall take into consideration:
(I) The study for adequate public school funding described in section 22-54-104.7 (7), as applicable; and
(II) The department's ongoing grant program evaluation work.
(5) The purposes of the financial study commissioned pursuant to subsection (3) of this section are to:
ts to implement postsecondary and workforce readiness programs.
(d) The independent contractor shall take into consideration:
(I) The study for adequate public school funding described in section 22-54-104.7 (7), as applicable; and
(II) The department's ongoing grant program evaluation work.
(5) The purposes of the financial study commissioned pursuant to subsection (3) of this section are to:
(a) Understand the actual costs to local education providers, especially in rural and small rural districts, to develop, offer, and maintain opportunities for students to obtain college credits, industry credentials, and work-based learning experiences;
(b) Study the actual costs, which include, but are not limited to, infrastructure, staffing, exam fees, transportation, and start-up costs;
(c) Examine the variation in costs by geographic region, especially rural and small rural districts, the types of industry credentials offered, the quality of nondegree credentials described in section 23-5-145.6 (2), and the types of work-based learning opportunities described in section 8-83-602;
(d) Identify how to streamline the financial administration and reporting of postsecondary and workforce readiness programs in the secondary education system into one comprehensive program;
(e) Analyze different funding mechanisms, which may include outcomes-based funding, guaranteed funding, innovation funding, a hybrid system of funding, or another type of funding mechanism to provide opportunities for students to obtain college credits, industry credentials, or work-based learning experiences;
(f) Identify and model the costs, benefits, and potential cost savings of the different funding mechanisms described in subsection (5)(e) of this section and the financial effects the consolidation of postsecondary and workforce readiness programs may have on local education providers and state agencies;
(g) Project the costs required to equitably expand opportunities for students to obtain college credits, industry credentials, or work-based learning experiences to additional local education providers and students;
(h) Analyze state-level incentives and barriers that may encourage or discourage the adoption of postsecondary and workforce readiness programs within a consolidated system for local education providers;
(i) Review and analyze, to the extent possible, the statutory purposes and outcomes of the postsecondary and workforce readiness programs, including students' attainment of college credits or industry credentials, when determining how to streamline postsecondary and workforce readiness programs; and
(j) Develop and consider implementing recommendations in the 2025-26 state budget year.
(6) On or before December 1, 2024, the department shall submit the financial study and final report, including the consideration to implement recommendations in the 2025-26 state budget year, described in this section to the education committees of the house of representatives and the senate, or their successor committees, the governor, the joint budget committee, the state board, and the Colorado statewide longitudinal data system governing board created in section 24-37.5-125 (3)(a).
(7) For the 2024-25 state budget year, the general assembly shall appropriate eight hundred thousand dollars from the general fund to the department for purposes of this section.
Source: Open US Law by Vaquill AI (CC BY 4.0)URL: https://leg.colorado.gov/sites/default/files/images/olls/crs2024-title-22.docxFetched: 10/6/2026