For well over a decade, state and federal policymakers have promoted dual enrollment through strategies such as creating or expanding funding streams for dual enrollment and early college schools, as well as mandating that local education agencies make available a defined amount of dual enrollment (and/or AP and IB) options. But efforts to expand dual enrollment much more will only get so far without attention to some key issues in the years ahead. None lend themselves to clear, one-shot policy solutions, yet they nonetheless loom large and relate to larger challenges in our K-12 and postsecondary systems. Read our Q & A about dual enrollment policy issues.
Early College Designs enable more students, particularly low-income and minority students, to experience rigorous high school and college coursework that leads to improved outcomes. Early college students are outperforming their peers nationwide:
- 90% graduate high school vs. 78% of students nationally
- 94% earn free college credit while in high school
- 30% earn an Associate's degree or other postsecondary credential while in high school
Every young person needs a postsecondary credential to thrive in today’s world. Yet, as a nation, we fail to provide too many young people with the education they need to succeed. Millions of young people graduate from high school unprepared for college and careers in today’s global economy.
- 22% of high school students are not graduating from high school.
- One-third of students who enter postsecondary education require remedial education before they can earn college credit.
- Less than half of all college students graduate within six years.
These problems are particularly acute for low-income youth, first-generation college goers, English language learners, students of color, and other underserved populations.
Since 2002, Jobs for the Future and our partners have helped start or redesign nearly 250 early college schools that currently serve more than 75,000 students nationwide.
Early college high schools replace remediation with acceleration, engaging instruction, and individualized supports to prepare all students—particularly those traditionally underserved—for college and careers.
Early College Designs are based on the bold idea that academic rigor, combined with the opportunity to save time and money toward a postsecondary credential, are powerful motivators for students to work hard and meet intellectual challenges.
- Full-service early college high schools
- Early college STEM schools
- Early college pathways in comprehensive high schools
- Pathways to Prosperity models that integrate career pathways with an Associate’s degree
- Back on Track models that reengage off-track and out-of-school youth
For information on how to implement Early College Designs in your school, see Early College Design Services.
- 80,000+ students served each year at 280 early college schools.
- 90% of early college students graduate, compared with 78% nationally.
- 94% of graduates earn some college credit while in high school.
- 71% of early college graduates immediately enroll in college, compared with 68% nationally, and 54% of low-income students nationally.
- 30% of early college graduates earn an Associate’s degree or postsecondary certificate along with their high school diploma.
- Early college graduates earn an average 38 college credits for free.
- 73% of early college students are of color.
- 61% are from low-income families.
- 56% will be the first in their immediate families to attend college.
- 50,000 more students will benefit from Early College Designs expansion to Denver and South Texas, thanks to a $15 million grant from the U.S. Department of Education’s Investing in Innovation (i3) program.