This document was designed to inform members of the policy, education, and research communities about existing state and institutional policies and practices associated with four accelerated learning programs: Advanced Placement (AP), dual/concurrent enrollment, the International Baccalaureate (IB) Diploma Program, and Tech-Prep. This effort was part of a larger interest in examining issues of effectiveness, quality, financing, and availability in order to determine if accelerated learning was a viable option to increase access to and success in postsecondary education among low-income and underrepresented students. The recommendations that emerged from this study are intended to draw attention to compelling and unresolved issues related to the offering of accelerated learning options and to encourage policymakers, researchers, practitioners, and external funding groups to work together on efforts to ensure that all students enjoy the advantages offered by accelerated learning programs and courses. The following are appended: (1) A Review of the Literature;(2) A State-Level Policy Audit; (3) Postsecondary Institutional Policies and Practices; (4) Methodology and Findings from Transcript Analysis; and (5) Methodology for Focus Group Study. (Contains 44 figures and 60 tables.)