| Title: |
Analyzing State Accountability Systems for Dual Enrollment |
| Language: |
English |
| Authors: |
Marie A. Falcone; Kate Kreamer, Contributor; Laura G. Maldonado, Contributor; Advance CTE: State Leaders Connecting Learning to Work; College in High School Alliance (CHSA); Achieving the Dream, Inc.; Bard College; JFF (Jobs for the Future); KnowledgeWorks Foundation; National Alliance of Concurrent Enrollment Partnerships (NACEP) |
| Source: |
Advance CTE: State Leaders Connecting Learning to Work. 2025. |
| Availability: |
Advance CTE: State Leaders connecting Learning to Work. 8484 Georgia Avenue Suite 320, Silver Spring, MD 20910. Tel: 301-588-9630; Fax: 301-576-7115; Web site: https://careertech.org/ |
| Peer Reviewed: |
N |
| Page Count: |
21 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
Gates Foundation |
| Document Type: |
Reports - Evaluative |
| Education Level: |
High Schools; Secondary Education; Higher Education; Postsecondary Education |
| Descriptors: |
Dual Enrollment; Accountability; Educational Legislation; Career and Technical Education; Federal Legislation; Educational Indicators; College Credits; Educational Attainment; College Readiness; Career Readiness; Access to Information; High Schools; Colleges; State Programs |
| Geographic Terms: |
Alabama; Tennessee; Utah |
| Laws, Policies and Program Identifiers: |
Strengthening Career and Technical Education for the 21st Century Act 2018; Every Student Succeeds Act 2015 |
| Abstract: |
Since the reauthorization of the Every Student Succeeds Act (ESSA) in 2015 and the Carl D. Perkins Career and Technical Education Act (Perkins V) in 2018, a new focus has been placed on career-focused indicators within state accountability systems. Among all possible career-focused indicators, dual enrollment participation/success is the most frequently included, with 42 states utilizing it as an indicator option across ESSA, Perkins V, and/or state accountability systems. In 2024, a total of 243 bills across 39 states related to college-in-high-school programs were introduced during legislative sessions, with 39 signed into law across 21 states. This, however, raises the question of how -- or if -- these indicators may be impacting dual enrollment opportunities and outcomes across the country. This paper, developed by Advance CTE for the College in High School Alliance, analyzes how states value dual enrollment in their accountability systems and public reporting efforts -- an increasingly timely topic as states work to align the skill sets developed in schools with the needs of their workforce. With growing national momentum behind career-connected learning, understanding how these programs are measured and valued is crucial to ensuring they are implemented equitably and effectively scaled. This brief draws on the research conducted for the broader Making Career Readiness Count: A 2025 Update, which explores how states value multiple career-focused indicators across accountability systems, offering a comprehensive look at the entire landscape of career-focused metrics. From these insights, the College in High School Alliance offers key takeaways on understanding the impact of accountability systems on dual enrollment outcomes, including snapshots from Alabama, Tennessee, and Utah. [The Middle College National Consortium contributed to this report. The project was supported by Foresight Law + Policy.] |
| Abstractor: |
ERIC |
| Entry Date: |
2026 |
| Accession Number: |
ED677920 |
| Database: |
ERIC |