High School Principals’ Perceptions of Dual Enrollment Policy in Ohio and Texas

Abstract

Dual enrollment policies and programs, where students earn both high school and college credits, have been scaled up across the United States in the last two decades. In this mixed methods study, we survey high school principals in Ohio and Texas, two states with robust dual enrollment policies. The study addressed one broad research question: What are principals’ perceptions of dual enrollment access, participation, and governance? Findings revealed three main themes: (1) economic/credential student motivations for dual enrollment; (2) mixed views about rigor; (3) issues surrounding the loss of principal autonomy.

Culturally relevant approaches to fostering postsecondary readiness in the dual credit English classroom

“…DC courses are college classes delivered to high-school students through partnerships between secondary schools and postsecondary institutions, most often community colleges [5] (Taylor et al , 2022). High-school students who take DC courses gain exposure to college curriculum and the opportunity to earn college credits, often at a discount (Hornbeck et al , 2023). A growing literature has shown that DC participation increases postsecondary enrollment and completion (An and Taylor, 2019; Blankenberger et al , 2017), and socializes students into college academics (Duncheon, 2020; Tobolowsky and Allen, 2016).…”