| Title: |
State and Institutional Pillars That Support Dual Enrollment Innovation: Lessons from the Increasing College Access Network Project in Minnesota |
| Language: |
English |
| Authors: |
Leah Eggers; Anna O’ Connor; JFF (Jobs for the Future) |
| Source: |
Jobs for the Future. 2025. |
| Availability: |
Jobs for the Future. 88 Broad Street 8th Floor, Boston, MA 02110. Tel: 617-728-4446; Fax: 617-728-4857; e-mail: info@jff.org; Web site: http://www.jff.org |
| Peer Reviewed: |
N |
| Page Count: |
14 |
| Publication Date: |
2025 |
| Document Type: |
Reports - Descriptive |
| Education Level: |
Higher Education; Postsecondary Education; Elementary Secondary Education |
| Descriptors: |
Dual Enrollment; Educational Innovation; Access to Education; Educational Policy; Higher Education; Elementary Secondary Education; State Policy; Curriculum Design; Capacity Building; Academic Support Services; Academic Achievement |
| Geographic Terms: |
Minnesota |
| Abstract: |
Dual enrollment has proved to be a powerful strategy for expanding college opportunity for all students, especially those who facing barriers that limit their access to postsecondary education. Extensive evidence shows that dual enrollment has wide-ranging benefits for students, high schools, colleges, and states. The model helps save time and money, and it accelerates degree completion and preparation for the workforce. Yet, challenges remain. Long distances between K-12 schools and their higher education partners, limited access to flexible and engaging learning environments, and the complexities of navigating college systems, funding sources, and related structures hinder the full impact of dual enrollment programs. The Increasing College Access Network (ICAN), launched in Minnesota in 2023, is a new dual enrollment course innovation that seeks to address these persistent challenges. This brief outlines essential pillars of strong state and institutional dual enrollment policies and practices to advance innovation, with a focus on strategies that improve instructional approaches for virtual learning environments and deepen student connections and support. Drawing on lessons from Minnesota's more than 35-year history of dual enrollment leadership and its more recent implementation of ICAN, the brief highlights how to address some of these challenges by adopting course design innovations and offering strategic supports for students and institutions. |
| Abstractor: |
ERIC |
| Entry Date: |
2025 |
| Accession Number: |
ED675192 |
| Database: |
ERIC |