Dual Enrollment: Different Names, Same Powerful Opportunity

Across the United States, thousands of high school students are earning college credit before they even walk across the stage at graduation. This opportunity, commonly known as dual enrollment, is a widely adopted strategy to accelerate college completion, reduce student debt, and close equity gaps. Research shows that students who participate in dual enrollment are more likely to graduate high school, enroll in college, and complete a postsecondary credential (An, 2013; Fink, Jenkins, & Yanagiura, 2017).

Yet despite its growing impact, dual enrollment goes by many names depending on the region or state.

A National Strategy with Local Terminology

The term "dual enrollment" generally refers to a high school student taking a college course that counts toward both their high school diploma and college transcript. However, states and institutions use various terms to describe these programs, often reflecting different funding models, instructional settings, or policy frameworks.

For example:

• Dual Credit is widely used in Texas, Indiana, and parts of the Midwest to emphasize that the course carries both high school and college credit.
• Concurrent Enrollment is common in Utah, Colorado, and New Mexico, typically referring to courses taught at the high school by credentialed high school faculty.
• Early College High School (ECHS) models are prevalent in states such as North Carolina and Massachusetts, where students can earn up to an associate degree while still enrolled in high school.
• Jump Start is used in Louisiana and focuses on career and technical education pathways.
• College in the Schools is a term used in Minnesota for programs embedded in local districts through partnerships with public colleges and universities.
• Running Start is unique to Washington and Hawaii, allowing students to attend college full-time during their junior and/or senior year.
• Postsecondary Enrollment Options (PSEO) is a term used in states like Minnesota and Ohio for state-funded dual enrollment access.
• ACE (Accelerated College Enrollment) appears in New York and other areas that emphasize rapid degree completion.

Although the names vary, the core concept remains consistent—offering students early access to college coursework that is aligned with both secondary and postsecondary outcomes.

Evidence of Impact

The research consensus is clear. Dual enrollment participants are more likely to enroll in college and persist to degree completion, even when controlling for student background characteristics (An, 2013). Additionally, students from underrepresented groups, particularly first-generation and low-income students, experience significant positive gains from participation (Hughes, Rodriguez, Edwards, & Belfield, 2012). According to the Community College Research Center (CCRC), participation in dual enrollment can also lower the cost of college by reducing time to degree and minimizing the need for remedial coursework (Fink et al., 2017).

Implications for College Administrators

For college administrators, understanding this varied terminology is essential. Not only does it ensure alignment with state policies and funding streams, but it also strengthens partnerships across K–12 and higher education. In an era where competition for enrollment is fierce, offering accessible dual enrollment pathways can serve as both a recruitment strategy and a public good.

Moreover, recognizing regional language increases clarity in marketing materials, grant applications, and community outreach. Whether a district is looking to start a new "Early College" or expand an existing "College in the Schools" program, using the correct terminology helps institutions speak the language of their partners.

Conclusion

Dual enrollment, regardless of what it is called, plays a vital role in strengthening educational pipelines. By embracing the diversity of models and terminology, colleges can build more inclusive, responsive systems that empower students to take their first steps toward college success while still in high school.

References

An, B. P. (2013). The Impact of Dual Enrollment on College Degree Attainment: Do Low-SES Students Benefit? Educational Evaluation and Policy Analysis, 35(1), 57–75.

Fink, J., Jenkins, D., & Yanagiura, T. (2017). What Happens to Students Who Take Community College “Dual Enrollment” Courses in High School? Community College Research Center, Teachers College, Columbia University.

Hughes, K. L., Rodriguez, O., Edwards, L., & Belfield, C. (2012). Broadening the Benefits of Dual Enrollment: Reaching Underachieving and Underrepresented Students with Career-Focused Programs. Community College Research Center, Teachers College, Columbia University.