May 19, 2026
JFF’s new interactive dashboard reports on state adoption of 12 policy areas that strengthen student access to high-quality dual enrollment experiences.
Dual enrollment, a partnership model where high school students can earn postsecondary credits through college coursework, is a proven strategy for increasing the number of high schoolers who attend and succeed in college. Over the past two decades, the model has grown from boutique opportunities to widespread strategies, yet gaps in access and outcomes remain.
Strong state policy is essential to closing that gap. Unlocking Potential, a detailed road map produced by the College in High School Alliance (CHSA), outlines the key policy steps that every state should consider, and a series of 50-state scans conducted by CHSA and its steering committee members have documented nationwide adoption.
In this resource, Jobs for the Future (JFF), a CHSA steering committee member, synthesizes the results of these policy scans into a comprehensive data dashboard depicting state adoption rates of 12 policies within four categories:
In this resource, Jobs for the Future (JFF), a CHSA steering committee member, synthesizes the results of these policy scans into a comprehensive data dashboard depicting state adoption rates of 12 policies within four categories.
Note, the dashboard may be updated to reflect more information about state dual enrollment policy conditions, as additional 50-state research is completed. The dashboard reports on the existence of a state policy, rather than the implementation of the policy or its impact on students.
For the best viewing and full interactive experience, we recommend accessing this dashboard on a desktop device.
| Policy | Full Description | Data Source |
|---|---|---|
| Accountability | State includes dual enrollment success/participation as an accountability indicator in at least 2/3 systems: ESSA, Perkins V, and/or state accountability systems. | Link (PDF) |
| Publicly Reported Data | State has made specific dual enrollment data publicly available in a centralized, accessible tool (state report card, accountability dashboard, or dual enrollment report) since the 2022-2023 school year. | Link |
| Disaggregated Data | State has collected and publicly reported dual enrollment participation data disaggregated by all of the following subgroups since the 2022-2023 school year: Race, gender, economic status, disability status, and English language learner status. | Link |
| Outcomes Reported | State has publicly reported dual enrollment outcomes data since the 2022-2023 school year. | Link |
| Credit Transfer | State has at least two of the following policies in place to ensure dual enrollment credit transfer: Common course numbering system, approved list of courses that are guaranteed to transfer and apply, and/or a statewide transfer block/associate’s degree. | Report Forthcoming |
| Credit Transfer Advising | State requires student advising on dual enrollment credit transfer. | Report Forthcoming |
| Quality Standard | State has language specifically about quality in their dual enrollment policies and/or written into statute. | Link (PDF) |
| Assessment of Quality | State has a mechanism to assess dual enrollment quality, either through NACEP accreditation or another statewide approval mechanism. | Link (PDF) |
| System Collaboration | State has a formal collaborative forum to encourage and/or require collaboration between K12 and postsecondary education, such as a task force, advisory council, P-20 council, or formal MOU between agencies. | Link |
| State Funding | State provides at least partial funding for dual enrollment programs. | Link (PDF) |
| Targeted Tuition Assistance | Students from low-income households pay reduced to no dual enrollment tuition. | Link (PDF) |
| Family Notification | State requires education providers to notify students and parents of at least 1 state-level DE program. (2022 data) | Link |
The following videos provide step-by-step instructions on how to use the dashboard and review results by policy issue and among states.
Data Collection, Reporting, and AccountabilityIncorporating dual enrollment into federal and state-based accountability systems is essential for aligning incentives, monitoring quality and access, and holding appropriate actors responsible for results. Data collection and reporting are key building blocks for a strong accountability system and a culture of continuous improvement. When data is disaggregated by key student characteristics, states and program providers can identify access gaps and make informed decisions effective policy and program improvements.
Source: CHSA Analyzing State Accountability Systems for Dual Enrollment (PDF)
Tennessee: As part of the state’s ESSA plan, the Ready Graduate indicator measures the percentage of high school students who earn a diploma and meet milestones that set them up for postsecondary success, with dual enrollment being a key factor. Ready Graduate, in combination with other state accountability systems, uses participation in early postsecondary opportunities (EPSOs, including dual enrollment) to indicate school quality and student success throughout the state. Tennessee has also incorporated EPSOs into its district funding formula, incentivizing access to quality dual enrollment for students.
Kentucky: In 2025, Kentucky revised its state dual enrollment policy to include a clear vision for dual enrollment, describing the ideal dual credit experience for students and creating a first-of-its-kind Dual Credit Attainment Goal: “50% of Kentucky high school students should graduate high school having completed at least one dual credit course with a qualifying grade of a C or higher.” Within this policy, Kentucky also delineated clear responsibilities for data collection and dissemination related to dual enrollment participation and student success, including through its publicly available Dual Credit Dashboard and School Report Card. Moreover, the state collects considerably comprehensive data on dual enrollment—dual credit participation is reported for 18 different student subpopulations.
Program Integrity and Credit Transfer and AdvisingState-level oversight and quality assurance mechanisms set the expectation that dual enrollment courses are authentic, college-level experiences for high school students.
Moreover, adopting clear credit transfer policies and providing dedicated advising that support postsecondary transitions ensures that dual enrollment coursework meaningfully contributes to students’ goals for degree and credential attainment. Having a formalized structure for collaboration across K-12 and postsecondary systems is a key lever for strengthening dual enrollment quality, transferability of courses, and college access. Clearly defining roles and responsibilities governing dual enrollment ensures all parties are clear on unique roles and areas of shared responsibilities.
Source: CHSA Dual Enrollment Credit Transfer (report forthcoming)
Indiana: Indiana has created a strong credit transfer policy through its Indiana College Core, which guarantees 30 general education credit hours that transfer to any public institution in the state. Dual enrollment coursework can fulfill the Indiana College Core, and most “priority” dual enrollment courses are included in the Indiana Core Transfer Library, which transfers to all public institutions.
Idaho: Idaho requires that any high school student who has earned 15 postsecondary credits (through dual enrollment, AP courses, etc.) and wants to complete more coursework must first consider their postsecondary goals and create a career pathway plan. Counselors help students think through their plan, and students can access online modules created by the state to help understand how their postsecondary coursework will transfer and apply to their futures.
Source: NACEP Equity Starts with Quality (PDF)
Oregon: State law requires that any college or university offering college credit partnerships with high schools, such as dual enrollment courses, must adhere to the Oregon Standards for Dual Credit, Sponsored Dual Credit, or Assessment Based Learning Credit. These standards are set by the Higher Education Coordinating Commission and are based on best practices from NACEP. Approval must be obtained through self-study or a peer-review application, with an annual report required and reapproval every 6 years. This process aims to develop strong academics, address course transferability, and create an opportunity to continuously improve programs. If an institution has NACEP accreditation, it is not required to complete this process.
Source: CHSA Creating Better Dual Enrollment Governance (PDF)
Massachusetts: The state’s Early College Joint Committee (ECJC), founded in 2017 through a joint resolution of the state Board of Higher Education and the Board of Elementary and Secondary Education, meets quarterly to launch and support early college high schools across the state. Additionally, the Office of Early College (established in 2022), supports the ECJC, designates programs, provides technical assistance to early college high schools, and evaluates programs.
FinanceState investment in dual enrollment is critical to eliminate cost barriers for students, especially those from households with low incomes, and to adequately fund K-12 and postsecondary education partners responsible for program delivery.
Source: CHSA Funding for Equity (PDF)
Texas: In recent years, Texas has passed two key bills that have transformed how school districts and community colleges are funded. HB3 (2019) creates a district bonus for each “College, Career, and Military Ready” graduate who exceeds a certain threshold—with readiness measured, in part, by earning an associate’s degree while in high school or by receiving industry certifications. HB8 (2023) established an outcomes-based funding model for community colleges, rewarding institutions for producing graduates prepared for jobs that align with educational and workforce needs. Community colleges receive state funding based on the number of high school students who complete 15 dual credit hours that apply toward an academic/workforce program. Additionally, Texas’s Financial Aid for Swift Transfer Program allows students who are (or have recently been) eligible for free- or reduced-cost lunch to enroll in dual enrollment courses at no cost, expanding opportunities for more students.
Course Access and AvailabilityEnsuring dual enrollment opportunities are both widely available and clearly communicated to students and families is critical to increasing access and participation.
Source: ECS 50-State Comparison: Dual/Concurrent Enrollment Policies and CHSA Dual Enrollment Credit Transfer (report forthcoming)
Washington: In 2019, Washington passed an “academic acceleration” law that requires all districts to automatically enroll students in advanced coursework, including dual enrollment, based on their scores on eighth-grade or high school standardized assessments. Districts are required to notify students and families of this policy and the courses available to their students. The policy has proven to close access gaps, with Black, Latine, Native American, and students from low-income backgrounds now reaching the average advanced course enrollment rate.
JFF is conducting additional research into states that have adopted a significant share of the dual enrollment policies presented in the landscapes. These state profiles will be published in 2026.
Dual enrollment is a proven strategy that boosts high school, college, and workforce success. JFF’s new brief debunks common myths to clarify what these programs are and why they matter. Jobs for the Future is heading…
In this brief, JFF highlights three case studies of innovative programs that illustrate how dual enrollment can support workforce goals and the critical role policy plays in enabling these models. Dual enrollment is a proven…
Tested strategies for success for systems, educators, and employers Dual enrollment work-based courses allow high school students to gain college credit and practice workplace skills at the same time. This step-by-step model offers: Guidance for…