Summary — HB 6869: “An Act Expanding Dual Enrollment and Concurrent Enrollment Opportunities”
Status (as of 2025-04-08)
- Introduced: February 6, 2025
- Current status: Tabled for House Calendar (filed with LCO; committee reported favorably)
- Key procedural milestones: referred to the Joint Committee on Higher Education and Employment Advancement; public hearing held 02/14/2025; committee issued a Joint Favorable/Joint Favorable Substitute report; bill was filed with LCO (File No. 230) and reported out of LCO; referred to Office of Legislative Research and Office of Fiscal Analysis; tabled for House calendar 04/08/2025.
Purpose and intent
- The bill’s title indicates its primary purpose is to expand opportunities for dual enrollment and concurrent enrollment — programs allowing high school students to take college courses and earn college credit while completing high school requirements. The intent is to increase access to college-level coursework for high school students, streamline credit transfer, and improve pathways to postsecondary education and workforce readiness.
Key provisions (general summary based on bill title and typical provisions)
Note: The official bill text is not included in the materials supplied. The items below describe the types of provisions such a bill commonly contains and likely areas of change; consult the bill text (LCO File No. 230) and committee reports for precise language.
- Eligibility expansion: Broadens which high school students may participate (e.g., by grade level, academic standing, or targeted outreach to underserved populations).
- Enrollment pathways: Authorizes more concurrent enrollment arrangements between local school districts and institutions of higher education (community colleges, state universities).
- Credit recognition and transfer: Establishes or clarifies rules ensuring dual/concurrent course credits count toward both high school graduation and college degree requirements.
- Financial provisions: Addresses tuition, fees, and textbook costs for participating students (possible fee waivers or state funding/grants to cover costs).
- Program administration: Directs the State Board of Education, Board of Regents for Higher Education (or similar bodies) to develop guidelines, memoranda of understanding (MOUs) between schools and colleges, and standardized processes.
- Data and reporting: Requires data collection and reporting on participation rates, demographics, course completion, cost, and postsecondary outcomes (for oversight and evaluation).
- Equity measures: May include provisions to increase access for low-income, first-generation, and other underrepresented students (outreach, transportation, advising).
Who is affected
- Primary: High school students (especially college-ready and underserved students) and their families.
- K–12 system: Local school districts and Boards of Education (scheduling, staffing, coordination).
- Higher education: Community colleges, state universities, and independent institutions that partner for dual/concurrent courses.
- State agencies: State Department of Education, Board of Regents for Higher Education, Office of Higher Education (administration, reporting, and potential funding).
- Fiscal stakeholders: State budget (potential need for funding to support tuition waivers, program administration, data systems) and participating institutions (enrollment and revenue effects).
Potential impacts
- Student outcomes: Likely increase in college credit accumulation in high school, reduced time-to-degree, and improved college access.
- Equity: If coupled with targeted supports, the bill could reduce barriers for low-income and underrepresented students.
- Fiscal: Short- to medium-term costs for state or institutions (subsidies, administration); potential long-term savings if students graduate earlier or with less debt.
- Institutional operations: Need for expanded agreements, advising capacity, articulation policies, and data-sharing arrangements.
Next steps / where to find the full text
- The official text and fiscal analysis should be consulted for exact provisions, funding specifics, and legal language. Look up LCO File No. 230 / HB 6869 on the Connecticut General Assembly website, and review reports from the Joint Committee on Higher Education and Employment Advancement, the Office of Legislative Research (OLR), and the Office of Fiscal Analysis (OFA) for detailed impact assessments.
