Overview

Under the principal’s oversight, school staff select students for dual credit programs based on readiness, suitability, and program goals. Selection decisions are informed by student interest, academic history, staff input and other relevant factors.

Students who may be considered

Dual credit programs serve a range of students. You may consider students who fall into 1 or more of the following groups:

  • primary target group, including adults
  • enrolled in a Specialist High Skills Major (SHSM)
  • enrolled in the Ontario Youth Apprenticeship Program (OYAP)
  • pursuing pathways aligned with labour market priorities

How to assess student suitability

You may use multiple sources of information to assess whether a student is a good fit for a dual credit program, including:

  • a student’s expressed interest in participating
  • a review of the student’s Ontario Student Record and credit counselling information
  • an interview with the student
  • recommendations from teachers or other relevant staff

Evidence a student may be ready to succeed

When assessing readiness, look for evidence that a student has the potential to succeed in a dual credit course or apprenticeship program, such as:

  • having completed most or all compulsory credits
  • having the potential to graduate within one year, with appropriate support
  • demonstrating progress where previous barriers to success have been addressed
  • showing motivation to improve skills and work habits
  • demonstrating independent learning skills
  • showing the potential to develop critical‑thinking skills
  • demonstrating maturity and appropriate interpersonal skills
  • for returning students, showing progress in first‑semester courses

Readiness for Level 1 apprenticeship in‑class training

For Level 1 apprenticeship in‑class training, consider whether the student:

  • has a strong interest in a specific trade and intends to pursue it after completing their Ontario Secondary School Diploma (OSSD)
  • has related work experience

has demonstrated success in an OYAP cooperative education program

Barriers to graduating

You may also consider signs that a student faces barriers to graduating, including whether the student:

  • has frequent absences
  • has previously dropped out or is at risk of dropping out
  • is out of school and reluctant to return for non‑academic reasons
  • shows limited engagement in school or community activities
  • sees little connection between secondary school and future goals
  • lacks confidence
  • is uncertain about postsecondary pathways
  • has limited understanding of career options

Signs a student may not be reaching their full academic potential

You may consider whether a student:

  • has fewer credits than is typical for their grade
  • is older than other students in the same grade
  • shows a decline in achievement over time