How States and Systems Can Support Practitioner Efforts to Strengthen Dual Enrollment A CHSA/CCRC Co-Publication January 2024 The Community College Research Center (CCRC) and the College in High School Alliance (CHSA) have released a new report, How States and Systems Can Support Practitioner Efforts to Strengthen Dual Enrollment, with guidance for states and college systems on […]
Category : State Policy
The Next Phase of Dual Enrollment Policy
The Next Phase of Dual Enrollment Policy: A Vision for the Field Charting the Future of Dual Enrollment Policy Through 2030 November, 2023 After two decades of rapid growth, dual enrollment has become a cornerstone of college access and success — but the field now faces a new challenge: moving from expanding access to maximizing […]
Dual Enrollment Teacher Credentialing
Building a Concurrent Enrollment Teacher Pipeline: Opportunities, Challenges, and Lessons Addressing One of the Biggest Barriers to Equitable Dual Enrollment Growth March, 2022 Across the nation, states are expanding college in high school programs like dual enrollment and concurrent enrollment to give students a stronger start on college and career success. But one challenge continues […]
Dual Enrollment Career and Technical Education
The State of CTE: Early Postsecondary Opportunities How States Are Expanding Equitable Access to Early Postsecondary Opportunities in Career and Technical Education March, 2022 Every year, more than 5.5 million high school students participate in early postsecondary opportunities (EPSOs) such as dual enrollment, concurrent enrollment, early college high schools, and industry-recognized credential programs. These experiences […]
COVID-19
COVID-19 Paper The COVID-19 pandemic has had a significant impact on the nation’s education system, and its college in high school programs are no exception. CHSA’s new paper, published January 18, 2022 examines the impact of the pandemic on college in high school programs, drawn from a national survey of over 300 dual enrollment practitioners […]
