Dual Enrollment Archive
For the most recent version of this database click here.
Why this issue matters
- Without a requirement that eligible students may participate, schools and districts may not be inclined to promote this option for students.
- Some express concern that dual enrollment courses taught by high school teachers may not meet the same level of rigor as courses taught by postsecondary faculty on postsecondary campuses.
- Some critics contend that dual enrollment courses without an end-of-course assessment have no measure to ensure that the level of rigor matches that of traditional postsecondary courses.
- How funding flows can either incentivize schools to participate or deter participation.
- If courses meet rigorous criteria yet students are denied transfer credit at another postsecondary institution, the value of dual enrollment as an option for students to save money and time to degree is negated.
Why our methodology matters
- Primary resources: ECS draws its information primarily from state statute, rules and regulations, recently enacted legislation, executive orders and other primary source documents.
- As needed, policies (and their interpretation) are confirmed with state-level staff.
- We believe that policy helps institutionalize practice.
- Our goal is to document where the underlying authority lies, and where consensus has been strong enough to adopt a common approach.
Related ECS products
Jennifer Dounay Zinth
Director, High School Policy Center and
STEM Policy Center