Concurrent / Dual Enrollment

Last Updated: 06/04/2026

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Overview

Concurrent or dual enrollment means taking college courses while still in high school. Dual credit refers to the system under which an eligible high school student enrolls in college course(s) and receives credit for the course(s) from both the college and high school.

The National Alliance of Concurrent Enrollment Partnerships (NACEP) defines concurrent enrollment as the subset of dual-enrollment courses taught by college-approved high school teachers in a secondary education environment. In concurrent and dual-enrollment courses, students receive a transcript based on performance in a college course. Concurrent and dual-enrollment courses are credit-bearing college courses. Students in these courses earn a college grade based on multiple and varied assessments throughout the course. They also earn college credit transcripts when they pass the course.

Many high schools offer an Early College Program that allows students to earn a high school diploma and college credit at the same time.

As dual-enrollment programs have expanded overall, so too have such programs with a career and technical education (CTE) focus. Approximately 90% of high schools offer students dual-enrollment programs and, according to NACEP, 34% of students take college courses each year. That is a sizeable increase from just 10% dual enrollment participation in 2010. Numbers continue to increase yearly with the bulk of courses taken at community colleges.

Three dual-enrollment models are commonly used by high schools and higher education institutions in the U.S.:

The high school student travels to the higher education institution campus for college-level courses while continuing to take high school courses at the high school.
Higher education faculty travel to the high school or secondary career center to teach college-level courses to high school students.
The high school student takes a course from a college instructor via distance education, either synchronous via interactive video or asynchronous online platform.

Accreditation

Since 2004, NACEP has served as the nation's main accrediting body for concurrent enrollment partnership programs. Accreditation is awarded to college and university programs following a comprehensive peer review by a team of experienced representatives from NACEP-accredited concurrent enrollment programs. Applicants conduct a self-study and prepare an accreditation application requiring evidence documenting how the higher education institution implements NACEP’s national standards for program quality in six areas: (1) partnerships; (2) faculty; (3) assessment; (4) curriculum; (5) student; and (6) program evaluation. Postsecondary institutions with NACEP accredited programs in the concurrent enrollment program (CEP) and college-provided faculty model (CPF) endorsements include two-year public, four-year public, and private institutions.

State Policy

State policymakers’ interest in dual enrollment is driven by its potential to (1) smooth transitions between high school and college, (2) increase college persistence and completion rates, and (3) reduce college costs. Dual-enrollment courses give students the opportunity to experience advanced learning, earn high school and college credit simultaneously, and possibly lower their future college costs.

The Education Commission of the States (ECS) researched dual/concurrent enrollment policies and published 50-State Comparison: Dual/Concurrent Enrollment Policies (2022). The study's findings are divided into five sections: (1) program basics; (2) access, including state policies on student access to programs; (3) courses, including state policies on course offerings and limitations; (4) finance, including state policies on program finance; and (5) quality, including state policies on quality assurance mechanisms associated with the program. State profiles across all policy areas are available at individual state profiles.

Quality control is a concern in programs across the states. A number of states recognize accreditation by NACEP through state legislation, policy, and guidance. Some states require, encourage, or incentivize NACEP accreditation; others model their state policy on the standards; others have statutes aligned with all or part of NACEP's National Standards for Quality.

ECS also researched equity issues related to dual enrollment. Advancing Dual Enrollment Equity Through State Policy reports that while dual enrollment participation supports postsecondary attainment, it is not equitable across student groups. Student populations historically excluded from dual enrollment face barriers in (1) program access, (2) affordability and (3) quality. ECS reports that state policy can advance equity in dual enrollment systems through (1) program requirements, (2) financial support mechanisms, and (3) implementation guidance.

A case study report from the National Conference of State Legislatures (NCSL) showcased the varied models that states may employ.

Colorado anchors its program in a cooperative agreement between school districts and colleges, with districts paying tuition at the resident community college rate using per-pupil revenue. Iowa centralized its approach under the Senior Year Plus program, through which high school students enroll tuition-free and districts pay community colleges directly. Kentucky, meanwhile, pairs a regulatory framework with scholarships, covering the cost of up to two general education dual credit courses per student and up to two additional career and technical education courses.

Growth of Programs

Dual and concurrent enrollment programs are popular across the U.S. Since the 1950s, these programs have grown significantly (ECS):

All 50 states and the District of Columbia have state-level dual-enrollment policies, a milestone reached when New York enacted legislation in 2025.
28 states have established multiple dual-enrollment programs through state policy; 21 states have established two programs; 5 states have established three programs; 2 states have established four programs.
27 states require secondary and/or postsecondary partners to notify students and parents of at least one of their state-level dual enrollment programs.
41 states specify student eligibility criteria for at least one of their dual-enrollment programs through state policy. The most common categories of specified student eligibility criteria are the grade level of the student (33 states); meeting the postsecondary institution’s entrance requirements (26 states); and having a recommendation from a school official (19 states).
42 states specify instructor qualification requirements for at least one of their dual-enrollment programs through state policy. The most common categories of specified instructor qualification requirements are meeting the postsecondary institution’s faculty requirements (29 states); meeting institutional accreditor requirements (15 states); and having a graduate degree (9 states).
34% of U.S. students take college courses in high school (threefold increase from 10% participation rate reported in 2010).
Dual enrollment participation increased by 46% from 2015 to 2021, and another 18% from 2021 to 2023, according to the Community College Research Center (CCRC).
80% of dually enrolled students nationally take their college courses at their own school, and an additional 6% take the course at a school other than their home high school, such as a career center or academy.
High school students in the suburbs, towns, and rural areas are more likely to take a course at their own school.
90% of high schools offer college courses and 89% of high schools offer dual enrollment coursework.
- High schools in the South (93.7%) and Midwest (91.1%) are more likely to offer dual enrollment programs than high schools in the Northeast (84.9%) or West (81.4%).
- The percent of public high schools offering dual/concurrent coursework (2017-18) vary from 100% in Georgia and Idaho to 55% in Nevada.
- Some states report high school students’ postsecondary course-taking rates exceed the national average; e.g., 56.8% of Iowa seniors enrolled in college courses in high school and 57% of Idaho high school graduates earned college credit while in high school

2024 Update (CCRC Research Center)

In "How Many Students Are Taking Dual Enrollment Courses in High School? New National, State, and College-level Data," the CCRC Research Center reported nearly 2.5 million high school students took at least one dual enrollment course from a college or university in the 2022-23 academic year (new IPEDS data). This is much higher than the previous estimate of 1.5 million for fall 2021 enrollment alone. Other updated statistics include:

For community colleges, the 1.78 million high school dual enrollment students represented 21% of total community college enrollments in 2022-23 (8.6 million in total).
240,000 high school students took dual enrollment at the 10 largest dual enrollment colleges alone, and of these top 10, eight were community colleges.
The size of high school dual enrollment at community colleges differed across states. In Idaho and Indiana, high schoolers represented the majority of community college enrollments in 2022-23; in 8 other states dual enrollment made up a third or more of total community college enrollment; at 37 community colleges across the country, 50% or more of enrollment was from high school dual enrollment.
The top 5 states for dual enrollment by size—California, Texas, New York, Indiana, Florida—together reported nearly 900,000 dual enrollments, about a third of dual enrollment nationally. California, Texas, and Florida enrolled the largest numbers of Hispanic or Latino dual enrollment students; Texas, Florida, and Georgia enrolled the largest numbers of Black dual enrollment students.
Black and Hispanic students were underrepresented nationally in dual enrollment in 2022-23.
- White students were overrepresented in dual enrollment (52% of high school dual enrollment compared to 45% of undergraduate enrollment overall and 44% of K-12 enrollment).
- Black students (13% of undergraduate enrollment and 15% of public K-12 enrollment) comprised only 8% of high school dual enrollment.
- Black students had equal or greater representation in dual enrollment at only 74 community colleges—fewer than one in ten community colleges serving dual enrollment students nationally.
- Hispanic/Latino students made up 22% of undergraduate enrollment (29% of public K-12 enrollment) but only 20% of high school dual enrollment.

Examples

In the State of Washington, the cost of tuition for all students accessing dual enrollment is covered through the Running Start program. The state also waives institutional fees for students from low-income households; and has created a 5-year Dual Enrollment Scholarship Pilot Program to cover courses fees, laboratory fees and the cost of textbooks for eligible students from low-income households. Its CTE Dual Credit (formerly known as Tech Prep) allows high school students to earn college credit for completing CTE courses taught by certified high school instructors. Through this program, community and technical colleges allow certified CTE teachers to deliver college-level CTE courses to students in grades 9-12 for dual high school and college credit. Courses are offered at the high school or skill center through an articulation agreement between the high school or school district and the college.
Colorado Concurrent Enrollment program allows high school students to enroll in postsecondary courses and earn college credit at no tuition cost. Colorado data shows that students in concurrent enrollment programs are more likely to enroll in college within a year following high school graduation, complete their postsecondary education, and have higher workforce earnings after postsecondary completion. In 2019-20, 40,098 students participated, with 98% of school districts and 91% of high schools offering concurrent enrollment programs and 38.2% of high school graduates participating.
In 2023, NACEP launched a grant-funded project to study state policy in dual enrollment program quality, funded by the Gates Foundation. The project provides states with approaches to craft a more equitable and effective dual enrollment policy landscape.
NACEP membership includes more than 500 institutions and organizations that represent thousands of education professionals from K12 and higher education who work in dual and concurrent enrollment programs.
The Ohio Alliance of Dual Enrollment Partnerships is a statewide coalition of practitioners and advocates that links school and college partnerships, including providing professional development and advocating for quality initiatives to support the state’s dual enrollment programs.
Eligible students in grades 10-12 in Georgia may enroll part-or full-time, take courses at their high school or on a postsecondary campus, and receive high school and college credit simultaneously. Funds cover tuition, fees, and required books for up to 30 semester hours. A state-provided course directory indicates which courses at colleges qualify for dual enrollment funding.
The Dual Credit Quality Act in Illinois established a dual enrollment partnership agreement to help structure local collaboration between districts and colleges and ensure quality and access.
The Accelerated College Credit Instructor Grant Program in Oregon directs the department of education to provide grants to school districts to cover tuition costs for high school faculty seeking dual enrollment certification. Grants are also available to postsecondary institutions to develop graduate course offerings relevant to the state’s dual enrollment needs.
In Minnesota, 42.8% of public high school graduates enrolled in at least one college course in the 2018-2019 school year. The Minnesota State University System's "Pathways to 18" program includes opportunities for high school faculty to leverage credit for prior learning toward dual enrollment certification (enabling them to teach in dual enrollment programs).
Kentucky's statewide transfer policy requires all public colleges and universities to recognize any course that meets established statewide general education requirements for credit. The state’s dual credit policy requires that any courses offered through dual enrollment and that meet the statewide established general education requirements are subject to the transfer policy.
Florida's state articulation manual includes dual enrollment, guaranteeing the transfer of system courses offered through dual enrollment to all public postsecondary institutions in the state.
All high schools in Indiana are required to participate in the state’s dual enrollment programs and 58% of high school graduates complete at least one college course. Indiana’s Next Level Connections Broadband Program also supports the dual enrollment policy mandate by developing the capacity of every high school in the state to deliver online dual enrollment courses.
Texas allows funds to pay for transportation of students to/from postsecondary campuses for dual enrollment programs and encourages school districts to provide such opportunities to students.

Relationship to the Ecosystem

Concurrent or dual enrollment makes it possible for learners to earn college credits and work toward more than one credential at a time. This opportunity can smooth transitions between high school and college, increase college persistence and completion rates, and reduce students’ college costs.