As a parent of a child with autism, I’ve spent years navigating the education system — celebrating the wins, advocating through the challenges, and constantly asking one big question: How can I help my superhero kiddo succeed in the world of work?
We live in a world overflowing with information. Every decision, from hiring to teaching to product design, now relies on data in some way. That is why data literacy is no longer a nice-to-have. It is a core competency for every learner, educator, and leader.
For many years, students often felt they had to choose between college or a career. One path was widely viewed as academic and prestigious, while the other was seen as practical but sometimes undervalued. This way of thinking has shaped counseling conversations, curriculum design and even state funding decisions.
High school students aren’t waiting for graduation to get a head start on college, and school districts aren’t waiting to rethink how they deliver it. Dual enrollment, once a niche offering, has become a cornerstone of college and career readiness strategies. And the data backs it up: Dual enrollment improves college enrollment and completion rates while helping close equity gaps for low-income students and students of color.
But as interest surges, many districts are hitting roadblocks. Scaling these programs isn’t easy. Behind the scenes, administrators face logistical hurdles, teacher credentialing challenges and concerns about maintaining instructional quality.
While traditional higher education enrollment is declining, dual enrollment is on the rise. Nearly 2.5 million high school students are now taking college courses through dual enrollment, with 1.8 million enrolled at community colleges. These students comprise over 20 percent of total community college enrollment — a much larger share than previously estimated. This growth is driven by rising college costs, the demand for more career-relevant education and a desire to give students a head start.
Yet despite growing enthusiasm, many dual enrollment models remain difficult to scale. A common approach involves having high school teachers credentialed to teach college-level courses through local institutions. This method relies on a limited pool of qualified teachers and creates a complex web of administrative responsibilities between K-12 districts and higher ed partners.
A recent Pearson survey of 200 dual enrollment decision-makers confirmed what we’ve heard from educators nationwide: Demand is growing, but real barriers persist. Schools want to expand dual enrollment but are limited by the availability of credentialed teachers, the complexity of managing partnerships and doubts about whether online options can match the quality of in-person instruction.
As one respondent shared, “Managing the relationship with the college, getting instructors approved, tracking student performance, it’s a lot.” Another added, “Scheduling, staffing and partnerships — those are our biggest hurdles.” Despite the obstacles, leaders remain eager to innovate, but not at the expense of rigor, student relationships or support. “It needs to be streamlined and professional,” one decision-maker emphasized.
If dual enrollment is to truly serve as a scalable, equitable path to college and career readiness, it requires rethinking not just the content but also the infrastructure that supports it.
School leaders have made it clear: They want models that preserve instructional quality, reduce administrative burden and provide robust student support — especially for learners taking their first college course.
This calls for fresh approaches that balance flexibility with structure, scale with support and rigor with relevance. That could mean new types of partnerships, innovative delivery formats or solutions that reduce reliance on credentialed staff while still meeting college-level expectations.
Part of that rethinking includes how we understand the role of state policy. States have increasingly stepped in, not just as regulators, but as key partners, offering incentives, providing funding and sometimes mandating programmatic support. These efforts signal a broader commitment to solving the scale challenge systemically, not just locally.
Through our research and conversations with hundreds of stakeholders, we’ve seen the impact that can be made when schools are empowered with flexible options that remove common roadblocks — whether by simplifying implementation, providing wraparound student support or ensuring consistency across districts.
One promising direction gaining traction is the use of virtual, asynchronous course models that expand access without compromising quality. These approaches can help alleviate the strain on credentialed faculty, promote consistency across districts and offer students the flexibility to balance school, work and other commitments.
For example, schools can now offer dual enrollment courses built on established, college-level curricula and supported by dedicated success coaches. This helps students stay on track and feel supported throughout their journey, addressing a key concern among educators: supporting students as they navigate their first college experience.
Pearson’s dual enrollment model is one such example. Developed in collaboration with higher education partners, it streamlines implementation while offering students affordable, transferable college credit through engaging, asynchronous courses, backed by expert instruction and personalized coaching. This approach shows how innovation can scale dual enrollment while staying true to what matters most: students.
Ultimately, the evolution of dual enrollment will depend on solutions that are scalable, supported and student-centered — approaches that allow educators to focus less on logistics and more on learning. As districts look ahead, models that combine flexibility, rigor and robust student support will play a key role in expanding access and equity in college and career readiness.
Ready to bring scalable, student-centered dual enrollment to your district? Connect with us today to explore how Pearson can support your goals.
From the time we’re kids, we’re asked, “What do you want to be when you grow up?” It’s a big question — one that many students struggle to answer. Without real exposure to different career paths or learning about careers they may never have heard of, students often make choices based on limited information, missing out on opportunities that align with their skills and interests.
Career and Technical Education (CTE) is at a turning point. What once lived on the margins of academic planning is now front and center in national conversations around workforce development, education equity and student well-being.
As a former CTE educator and now working on CTE at Pearson, I’ve watched this evolution up close. Districts aren’t just experimenting with a few technology or agriculture pathways anymore; they’re building entire CTE-focused programs and schools, designing curricula aligned to workforce trends and giving students more ways than ever to find purpose and opportunity after graduation.
But for CTE to truly serve today’s students, it needs something it’s never had at scale: flexibility.
The future isn’t just approaching — it’s moving fast. As industries evolve and workforce demands shift, schools and districts have a critical role in ensuring students are prepared for what’s ahead. Traditional education models, which focus on knowledge retention alone, aren’t enough. Students need digital fluency and adaptability to succeed in an era of constant technological change.
In Part I of this blog, I talked about my own dual enrollment journey, and how it helped set me on a path towards my doctorate. I also discussed different dual enrollment delivery models, as well as benefits and barriers. How can barriers be broken? Here is one example from my work with CAST (creator of the Universal Design for Learning framework and guidelines).
In 2018, an emerging local industry for biofabrication in New Hampshire identified a need for skilled technical workers in this advanced manufacturing field. They were getting applicants with bachelor's and master's degrees, but they lacked the necessary technical skills. How could this be addressed from the ground up?
Though New Hampshire high schools offered STEM-oriented courses, the most relevant classes were often full. However, on-campus at community colleges, there were biotechnology classes that were never full. High school students needed to be made aware of career opportunities in the biofabrication industry and the ability to take these introductory biotechnology courses (and other intro courses in this career path) through dual enrollment at their local community college.
In a National Science Foundation funded project, the Advanced Regenerative Manufacturing Institute (ARMI) partnered with CAST, who in turn collaborated with several area career and technical education high schools, community colleges, and industry partners to create a career awareness program promoting biofabrication as a desirable career path. The project resulted in the creation of a website, BioFab USA, used to increase awareness of the biofabrication industry and encourage recruitment into dual enrollment courses that are a part of the pathway to that career.
To inform creation of the website using CAST’s universal design (UDL) guidelines, high school students were asked anonymously what barriers kept them from enrolling in dual enrollment programs and what kind of information they needed to make their college and career decisions. Students mentioned some of the barriers to dual enrollment they were experiencing included parents needing to be more supportive, not understanding what the requirements were, feeling like they might not be successful, and whether there was a cost involved.
At the same time, when these students were asked what motivated and excited them about potential careers, they responded with their needing a sense of accomplishment, their desire to make the world a better place, and loving new things. This is important because it speaks to their potential engagement, but the opportunity for this level of engagement is only possible if we can get them into the dual enrollment courses of their choice, connecting them to their potential career. In the case of biofabrication, this is where the BioFab USA website comes in.
Since New Hampshire students can't register for dual enrollment classes until the 10th grade, BioFab USA focused on training 9th-grade teachers in both CTE and non-CTE courses (like biology and automotive) on how to use the site to talk about dual enrollment opportunities available to students that could put them on a path toward a future career in biofabrication. Results from this case study on dual enrollment course taking, completion, and progression onto a biofabrication career path are not yet available, as the program is ongoing, but we anticipate findings within the next two years. For more details, please see BioFab USA: A Dual Enrollment Case Study.
We do our students a disservice when we don't take the time and opportunity to connect them to things that excite them, engage them, and point them in the direction of their future. Dual enrollment does just that. It did it for me, and I believe it can be done for any student.
Learn more about Pearson’s dual enrollment solutions
Who knew nine dual enrollment credits would one day lead me on a path to becoming a mid-career doctoral student? My dual enrollment story began unknowingly in high school, with my school’s Career and Technical Education (CTE) program connecting me to a trade school that had an articulation agreement with my local university. With this, college became an option for me if I chose it. After graduating high school, trying college at 18, and failing miserably, I decided to attend that same trade school introduced to me in high school. I completed trade school wonderfully and went into a career in radio.
After a while, I began to have thoughts of going back and trying college again. One of the critical factors in my decision to go back to college and what college to go to was the articulation agreement my trade school had with our local university. My 8-month program in trade school post-high school and my dual enrollment credits earned while still in high school equaled nine credits at the university. This meant slightly shortened time spent as an undergraduate and financial savings, as I would not have to pay for three classes.
Enrolling in that local university allowed me to complete my bachelor's degree. And later, I completed my master's to maintain pace with job requirements. Now, I am in the second year of my doctoral program, and it all started with an articulation agreement between the university and the trade school I took dual enrollment classes in while in high school.
When you have the chance to earn college credit while taking another program, whether it's in high school or trade school, you are opening the door to:
So, what is dual enrollment? Dual enrollment is earning college credit while simultaneously earning high school credit (or in my case, trade school credit).
The benefits of dual enrollment are simple:
Everybody benefits from dual enrollment, but male students, students with disabilities, and students from low socioeconomic backgrounds may benefit the most.2
There are several delivery models:
And there's “early college” or “college in the high school”, where high school students may earn both a high school diploma and an associate degree. They tend to combine high school and college coursework in a single curriculum. Students may stay in high school a little longer, usually an extra year. Still, when they graduate, they've got the high school diploma and their associate degree, which again, leads to tremendous financial and time savings.
If dual enrollment is so great, why aren't more students taking advantage of it?
First, there is a cost that needs to be covered by the local high school, state, or directly by students/parents for incorporating dual enrollment programs. Students may be afraid or insecure that they will not do well because of the college-level work involved.
If dual enrollment classes are held on the college campus, transportation, and a lack of support at home can be a problem.
Dual enrollment courses may be weighted differently than Advanced Placement on high school transcripts.
Scheduling can be problematic, as dual enrollment courses can conflict with other required core curriculum classes.
The high school may offer dual enrollment courses that students are not interested in.
Stay tuned for Part II of this dual enrollment story, which will include a barrier breaking case study from New Hampshire’s BioFab USA.
