This issue brief (available below), authored by Ciera Hammond, a Rackham Graduate Intern, examines the landscape of dual-enrollment programs as a strategic solution to the student loan crisis and a way to expand college access. It highlights that dual enrollment is rapidly growing, with 2.8 million participants in the 2023-2024 academic year, and notes that these students often have higher college enrollment and completion rates compared to their peers. The brief categorizes and analyzes four main models: independent dual enrollment, concurrent enrollment, early college high schools (ECHS), and Pathways in Technology Early College High Schools (P-TECHs) featuring Career and Technical Education (CTE).
The brief also includes a detailed comparison of these models, weighing their respective benefits and challenges. For example, while independent dual enrollment offers flexibility and firsthand college experience, it often lacks structure and may pose transportation or cost obstacles for students. In contrast, concurrent enrollment—the most common national model—solves transportation issues by holding classes on high school campuses, but it can be limited by the specific courses a school can provide. The brief highlights successful state-specific examples, such as Iowa’s comprehensive approach and North Carolina’s high-achieving early college high schools, to show how structured partnerships can improve student outcomes.
The final part of the brief highlights the unique challenges of dual enrollment in Michigan and proposes specific policy solutions. Although it is “free,” Michigan’s participation rate ranks in the bottom 10 states nationally, mainly because school districts must allocate their own foundation allowances to cover tuition, creating a substantial financial disincentive. The brief also points out that many Michigan districts require students to meet standards based on standardized test scores, which can restrict access for underrepresented groups. To tackle these issues, the brief recommends establishing a dedicated state fund to pay colleges directly, requiring public universities to accept these credits, and expanding more Early Middle College programs in socioeconomically disadvantaged communities.
