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How can public high schools participate in the Advanced Technical Credit (ATC) Program?
  1. Select a course, or series of courses, from the list of statewide-articulated courses in the ATC Statewide-Articulated Course Crosswalk.
  2. High school course content must be enhanced to meet college-level standards and must include all elements listed in the subject-specific articulation manual, or TCAM. Content must either exceed the high school TEKS or address TEKS with greater depth.

  3. Use the correct PEIMS course number and abbreviation for students taking enhanced-content courses for statewide articulation, and use the special explanation course code "A" on the high school transcript (AAR).
  4. Career and technology courses designated for statewide articulation have unique course numbers and abbreviations effective 2002-2003. Listed in the Tech-Prep section of PEIMS code table C022, these course numbers must be used beginning 2002-2003. The "T" in the PEIMS course code indicates the career and technology course includes college-equivalent course content.

    Academic courses identified for statewide articulation do not have unique course numbers or abbreviations.

    The "A" code indicates only that a course is eligible for local or statewide articulation and is used to denote college-equivalent course content for statewide-articulated career and technology and academic courses. The code must be used for every student enrolled in the articulated course even if the student does not successfully complete the course.

  5. Assign a teacher to the articulated course section that has the appropriate credentials and has participated in state-approved staff development specific to the Advanced Technical Credit (ATC) Program.
  6. High schools must document that teachers (1) meet the minimum qualifications for faculty teaching the equivalent college course and (2) have successfully completed state-approved staff development for statewide articulation.

    Local high school and college subject area faculty must meet annually to review course content, student performance expectations, and articulation processes.

  7. Advise students of options available for articulated credit.
  8. Provide information on courses eligible for statewide articulation and requirements for award of articulated course credit to students and parents through processes established by participating high schools. Include information about how these courses can be used in college degree programs.

How can students benefit by enrolling in courses eligible for college credit
under the Advanced Technical Credit (ATC) Program?

First, any student can take these college-equivalent courses to satisfy high school graduation requirements.

Second, students with a grade of 3.0 or higher can use college-equivalent courses as advanced measures for the Distinguished Achievement Program (DAP), and students with a grade of 80 (3.0) or higher may be able to apply these courses toward an associate of applied science (AAS) degree.

Successful completion of a high school course eligible for articulated college credit does not guarantee that a student will receive college credit for the course.

Not all colleges offer these courses in their degree programs. Students who want to apply these articulated courses toward a college degree are strongly encouraged to determine if the college of their choice offers programs that include these courses.

A student does not need to be participating in a Tech Prep program to take statewide-articulated courses. Enrollment in courses eligible for articulation is not sufficient to determine that a student is a Tech Prep program participant. Only high school students who elect to participate in a state-approved Tech Prep program are identified as Tech Prep (C/T PEIMS code 3).

It is important to point out to students that articulated courses are more beneficial if they are relevant to a student´┐Żs anticipated college major and are part of a coherent sequence of career and technology courses.


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