| Abstract: |
In 2023, 2.5 million high school students participated in dual enrollment -- programs that allow them to take and earn credit for college-level courses. Research shows that dual enrollment leads to better student outcomes, such as higher graduation rates, college enrollment, and credit accumulation. However, access to these programs is inequitable, with white and high-income students participating at higher rates than Black, Latino, Indigenous, and economically disadvantaged students. State policymakers can use funding policies to expand access to dual enrollment programs, particularly for underrepresented students. "Sharing the Cost: Insights From States Funding Dual Enrollment to Expand Access" examines six dual enrollment programs across four states -- California, Idaho, Minnesota, and Texas. This report analyzes each program's funding structures -- including how costs are shared across states, community colleges, K-12 districts, and students -- as well as student participation and attainment outcomes. It also highlights policies shared across multiple case study states. It concludes with four recommendations for state policymakers, advocates, education leaders, and other stakeholders seeking to increase access to and participation in dual enrollment programs: (1) Ensure sustainable state funding by directing state funds to cover student tuition and nontuition costs, especially for student subgroups that are underrepresented in dual enrollment, and by establishing reasonable guardrails when investing in program growth; (2) Support district and Institution of Higher Education (IHE) participation by creating funding structures that fairly support the engagement of both district and IHE partners and by establishing statewide MOU requirements for dual enrollment partnerships; (3) Support student participation by investing in growing the instructor workforce to meet program demand, identifying options for students to cover nontuition costs, and establishing effective and accessible advising systems; and (4) Monitor impact and inform continuous improvement by requiring K-12 districts and IHEs to track and report data disaggregated by student subgroup and by connecting data across K-12 and postsecondary systems while addressing privacy concerns. |