[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-602218-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-602218-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","democratizing-dual-enrollment-beyond-economic-rationales-602218","Democratizing Dual Enrollment: Beyond Economic Rationales","","Dual enrollment (DE) is a popular U.S. reform enabling high school students to take college courses through district–IHE partnerships. Although DE participation has expanded quickly, engagement remains stratified by race and class, and research offers limited evidence on course quality and content. The study uses qualitative content analysis of state policy documents to examine rationales for DE coursework, finding that policy arguments rely overwhelmingly on neoliberal economic terms. The paper argues that excessive focus on economic outcomes has enabled rapid curricular scaling with insufficient attention to teaching, learning, and equity, urging consideration of DE’s democratic possibilities.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/democratizing-dual-enrollment-beyond-economic-rationales-602218/602218/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/democratizing-dual-enrollment-beyond-economic-rationales-602218/602218.png","ImageObject",300,407,{"name":42,"@type":43},"acoobca","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is dual enrollment (DE) and how does it work in the United States?","Question",{"text":63,"@type":64},"DE allows high school students to take college-level coursework through partnerships between K-12 districts and higher education institutions. Courses can be delivered at high schools, on college campuses, or online.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What does the study examine about DE policy documents?",{"text":68,"@type":64},"The study analyzes qualitative content from state-level policy documents to understand the rationales used to justify DE coursework. It focuses on how those rationales are portrayed and framed.",{"name":70,"@type":61,"acceptedAnswer":71},"What are the main findings and why do they matter for equity?",{"text":72,"@type":64},"The findings show that DE policy rationales are depicted almost entirely in neoliberal economic terms. 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Duncheon  \nUniversity of Washington  \n&  \nDustin Hornbeck  \nUniversity of Memphis  \nUnited States  \nCitation: Duncheon, J. C., & Hornbeck, D. (2023). Democratizing dual enrollment: Beyond economic rationales. Education Policy Analysis Archives, 31(125) .  \n[https://doi.org/10.14507/epaa.31.7580](https://doi.org/10.14507/epaa.31.7580)  \nAbstract: Dual enrollment (DE) is a popular reform in the United States that allows highschool students to take college courses through partnerships between school districts andinstitutions of higher education. DE programs have been scaling rapidly, but participation is stratified by race and class, and research reveals little about the quality and content of DE courses. These limitations stem, in part, from a lack of theorizing around what purpose DE reform can and should serve, both in the lives of youth and for communities writ large. Situated in literature on the purpose of education in capitalist democracies, this study employs qualitative content analysis to examine the rationales for DE coursework, as depicted in state-level policy documents. Findings indicate that DE policy rationales are  \n1 The research reported in this article was made possible (in part) by a grant from the Spencer Foundation (\\#202000144) . The views expressed are those of the authors and do not necessarily reflect the views of the Spencer Foundation.  \ndepicted almost entirely in neoliberal economic terms. We argue that, while economic benefits are important, the almost exclusive emphasis on economic outcomes has led to rapid scaling of a curricular reform with insufficient attention to teaching, learning, and equity. To maximize the potential benefits of DE reform, we call for imagining its democratic possibilities.  \nKeywords: dual enrollment; purpose of education; neoliberalism; democracy; state policy; curriculum  \nDemocratizar la matrícula dual: Más allá de las razones económicas  \nResumen: La inscripción dual (DE en inglés) es una reforma popular en los Estados Unidos que permite a los estudiantes de secundaria tomar cursos universitarios a través de asociaciones entre distritos escolares e instituciones de educación superior. Los programas de DE han aumentado rápidamente, pero la participación está estratificada por raza yclase, y las investigaciones revelan poco sobre la calidad y el contenido de los cursos de DE. Estas limitaciones se deben, en parte, a la falta de teorización sobre el propósito que puede y debe tener la reforma de la DE, tanto en la vida de los jóvenes como en las comunidades en general. Situado en la literatura sobre el propósito de la educación en las democracias capitalistas, este estudio emplea un análisis de contenido cualitativo para examinar los fundamentos de los cursos de DE, tal como se describen en los documentos de políticas a nivel estatal. Los hallazgos indican que los fundamentos de las políticas de DE se describen casi en su totalidad en términos económicos neoliberales. Argumentamosque, si bien los beneficios económicos son importantes, el énfasis casi exclusivo en los resultados económicos ha llevado a una rápida ampliación de una reforma curricular sin prestar suficiente atención a la enseñanza, el aprendizaje y la equidad. Para maximizar los beneficios potenciales de la reforma de la DE, llamamos a imaginar sus posibilidades democráticas.  \nPalabras-clave: doble matrícula; propósito de la educación; neoliberalismo; democracia; política estatal; plan de estudios  \nDemocratizando a matrícula dupla: Além das razões económicas  \nResumo: A matrícula dupla (DE em inglês) é uma reforma popular nos Estados Unidos que permite que estudantes do ensino médio façam cursos universitários por meio de","cbCailmeLa506cOr","https://ap.wps.com/l/cbCailmeLa506cOr","pdf",856382,34,"English","# Abstract\n## Background and problem\n## Method\n## Findings\n## Implications and recommendations","[{\"question\":\"What is dual enrollment (DE) and how does it work in the United States?\",\"answer\":\"DE allows high school students to take college-level coursework through partnerships between K-12 districts and higher education institutions. Courses can be delivered at high schools, on college campuses, or online.\"},{\"question\":\"What does the study examine about DE policy documents?\",\"answer\":\"The study analyzes qualitative content from state-level policy documents to understand the rationales used to justify DE coursework. It focuses on how those rationales are portrayed and framed.\"},{\"question\":\"What are the main findings and why do they matter for equity?\",\"answer\":\"The findings show that DE policy rationales are depicted almost entirely in neoliberal economic terms. The authors argue that prioritizing economic outcomes has led to rapid curricular expansion while underemphasizing teaching, learning, and equity.\"}]","Democratizing Dual Enrollment: Beyond Economic Rationales | PDF",1792094260,86]