Expanding Access to High-Quality Dual Enrollment Through a Unique Teacher Qualification Model
Dual Enrollment Research Fund Study
States have long grappled with how to expand access to dual enrollment, or college credit in the high school, due in part to the limited number of high school teachers who are qualified to teach these courses. Oregon has worked to expand access to dual enrollment through a unique teacher qualification model called sponsored dual credit, which has led to positive outcomes for students in the state.
This first study of sponsored dual credit draws on policy documents and interviews with postsecondary and high school educators to document the history and implementation of the model. States looking to expand their dual enrollment educator pipeline—and particularly states that have gaps in access between rural and nonrural areas—should view sponsored dual credit as a lever for reducing access gaps.
