In the last 10 years, scholars in composition studies have begun to take stock of the seismic impact of dual credit and concurrent enrollment pathways (DC/CE) on the landscape of composition programs. Nearly every aspect of DC/CE has come under scrutiny with particular emphasis placed on the relative rigor of curricula, questions of equitable access for high school students, the quality of training available for faculty, growth far outpacing accreditation or even clear oversight, and the lack of reliable data about DC/CE practices in general. We describe these issues as they have emerged with the national rise of DC/CE programs. Drawing on position statements from professional organizations and a range of recent scholarship, we add our voice to those in our discipline offering a thoroughgoing inventory of the state of DC/CE practices. Using our local context in Arizona as a case study, we recommend a collaborative approach to developing criteria for assessing DC/CE curricula, exploring among other models Bob Broad's approach to "dynamic criteria mapping", which provides us with a framework for organizing collaborative assessment in Arizona. With an eye to our own local institutional history and dynamic, we recommend that our state English Articulation Task Force (ATF) is best positioned to take on a coordinating role among stakeholders in secondary and postsecondary institutions. We offer this local recommendation as one example of how states can engage pedagogical and policy issues (assessment central among them) by forming and maintaining a collaborative approach suited to local contexts in order to move more fully toward our field's emerging sense of best assessment practices.
Keywords: dual enrollment; assessment; collaborative assessment; articulation; transfer agreements; state policy; Arizona