In many parts of the United States, high school students are enrolling in college-level courses for both high school and college credit. The educational innovation is referred to as dual credit. This book was designed to help administrators and teachers develop dual-credit educational partnerships and to provide information to students. Chapter 1 provides the historical foundation and the global context for a dual-credit educational model. The second chapter addresses the intricacies of planning a dual-credit program for public and private institutions. Chapter 3 provides a "Rosetta stone" approach for identifying courses that fulfill both high schools and college credit. Ways to establish program effectiveness through an array of accountability measures are discussed in the fourth chapter. Chapter 5 offers an annotated sample of a dual-credit agreement with clarifying comments about components of the process. The sixth chapter clarifies the differences between dual credit and articulated credit and presents a plan to use when high school and college teams meet to articulate courses that will be credited toward a high school diploma and a college degree. The final chapter offers a methodology for involving faculty for systemic change. A glossary accompanies each chapter. Nine tables are included. (Contains seven references.) (LMI)