Evaluate

To effectively strengthen dual credit programming across Alberta, school authorities must adopt coherent and collaborative approaches that connect K–12 education, post-secondary institutions, industry, and community partners. Dual credit programming has the potential to expand student engagement, improve transitions beyond high school, and create more connected learner pathways that support post-secondary education, apprenticeships, and employment. As highlighted throughout this guide, successful implementation depends on intentional leadership, strong partnerships, equitable access, clear communication, and sustainable system design.

The following reflective questions are intended to support system education leaders in evaluating current practices, identifying growth opportunities, and considering next steps for strengthening dual credit programming within their local contexts.

Reflective Questions

Student Access, Engagement, and Participation

• What trends are emerging in student participation within dual credit programming across the school authority?
• Which student groups are currently accessing dual credit opportunities, and which students may still face barriers to participation?
• How are students and families being introduced to dual credit opportunities as part of broader career education and pathway planning?
• How are student voice, learner interests, and pathway goals informing the design and expansion of dual credit pathways?
• In what ways are dual credit opportunities supporting student confidence, engagement, and transitions beyond high school?
• How are students being supported in navigating both high school and post-secondary expectations within dual credit programming?

Programming, Pathways, and Learning Design

• How well do current dual credit opportunities align with local workforce needs, student interests, and regional priorities?
• How effectively are experiential, hands-on, and workplace-connected learning opportunities embedded within dual credit programming?
• What opportunities exist to strengthen pathway continuity between Grades 7–12 career education and dual credit programming?
• How are dual credit opportunities being integrated into broader collegiate school or career pathway models?
• Are current timetables, transportation, staffing, or scheduling structures supporting or limiting student access to dual credit opportunities?

Partnerships and Collaboration

• How effective are current partnerships between school authorities, post-secondary institutions, industry, and community organizations?
• Are partnership roles, responsibilities, communication processes, and student supports clearly defined and sustainable?
• How are post-secondary and industry partners contributing to pathway development, experiential learning, and student transitions?
• What opportunities exist to expand partnerships that support high-demand career sectors or emerging workforce needs?
• How are regional collaborations or shared partnership models being leveraged to improve sustainability and student access?

Leadership, System Design, and Sustainability

• How does dual credit programming align with the school authority’s education plan, career education priorities, and student success goals?
• What leadership structures or staffing models are currently supporting the coordination and sustainability of dual credit programming?
• How are school leaders supporting teacher capacity, communication, and pathway awareness related to dual credit opportunities?
• What policies, procedures, or operational structures may need to evolve to strengthen implementation?
• What strategies are in place to ensure long-term system coherence across career education, off-campus education, collegiate programming, and dual credit pathways?

Data, Evaluation, and Continuous Improvement

• What data is currently being collected related to dual credit participation, completion, transitions, credential attainment, and student outcomes?
• How is student voice being gathered and used to inform future programming decisions?
• What indicators are being used to evaluate the effectiveness and impact of dual credit programming?
• How are learner transitions into post-secondary education, apprenticeships, or employment being tracked over time?
• In what ways can data support more equitable access to dual credit opportunities across schools, regions, and student populations?
• How are findings from evaluation processes being shared across the system to support continuous improvement and informed decision-making?
• What evidence demonstrates the impact of dual credit programming on student engagement, pathway clarity, and future readiness?

Moving Forward

• How can dual credit programming continue to strengthen connected learner pathways between K–12 education, post-secondary institutions, apprenticeships, and industry?
• What opportunities exist to expand dual credit access within rural, remote, Indigenous, or underserved communities?
• What role can collegiate school models play in expanding pathway flexibility and student access to dual credit opportunities?
• How might provincial partners continue to strengthen communication, data transparency, learner mobility, and transferability within Alberta’s learner pathways system?
• What emerging workforce trends and student needs should inform the next phase of dual credit development across Alberta?