State Dual Enrollment Policies: Addressing Access and Quality

Abstract

Policymakers and educators continue to seek options for helping high school students transition successfully into postsecondary education. This interest stems, in part, from evidence that American students are unprepared for college—nearly half of all postsecondary students need at least one remedial course upon entering college (NCES, 2002). A body of research demonstrates that postsecondary success is predicated on a clear understanding of the expectations in college as well as rigorous academic course work in high school (Venezia, Kirst, and Antonio, 2003; Adelman, 1999). This suggests that high schools and colleges should work together to ensure students’ high school experiences are related to college expectations.

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