State Dual Enrollment Policies: Addressing Access and Quality

Abstract

Policymakers and educators continue to seek options for helping high school students transition successfully into postsecondary education. This interest stems, in part, from evidence that American students are unprepared for college—nearly half of all postsecondary students need at least one remedial course upon entering college (NCES, 2002). A body of research demonstrates that postsecondary success is predicated on a clear understanding of the expectations in college as well as rigorous academic course work in high school (Venezia, Kirst, and Antonio, 2003; Adelman, 1999). This suggests that high schools and colleges should work together to ensure students’ high school experiences are related to college expectations. Dual enrollment programs can do just that: blur the distinction between high school and college by allowing high school students to enroll in college courses and earn college credit. In dual credit programs, the college course yields high school credit as well. Traditionally, dual enrollment has been targeted toward the most academically proficient high school students. Some educators and policymakers now suggest that a broader range of students could benefit from these programs; many more students could achieve at the college level earlier if only they are challenged to do so. And, by exposing high school students to the academic and social demands of college, it is hoped that the need for remediation in college will be reduced (AASCU, 2002; Martinez and Bray, 2002; National Commission on the High School Senior Year, 2001). This Brief, based on a longer report of the same title, examines how – and whether – access to dual enrollment programs is influenced by state policies. The regulatory landscape of dual enrollment is unclear. In many states, these programs have only recently become the subject of legislation. Thus, we summarize dual enrollment legislation in all 50 states, as of the end of 2003. We analyze the implications of state policies for programs and students, in particular the ways that policies can promote or inhibit broad student participation in dual enrollment. It is important to note that local interpretations of state-level legislation may result in programs operating differently than state policy intends. However, we focus on policies as written, rather than program practices.