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The brief outlines ACT’s multiyear commitment and acknowledges collaborating national organizations that support development of the policy paper.",{"@graph":14,"@context":72},[15,34,55],{"@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 & 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\nA MultiyeAr Pledge  \nto exPAnd duAl enrollMent  \nACT is launching a multiyear commitment to increase the number of eligible high school students in dual enrollment programs across the nation.  \nWith the assistance of several prominent national education organizations, ACT will work with federal and state policymakers to ensure that all eligible students have the opportunity, at as little cost to them as possible, to earn college credit from qualified instructors in high-quality dual enrollment programs.  \nACT would like to acknowledge the following national organizations for their collaboration on the development of this policy paper.  \nAmerican Association of Community Colleges Education Commission of the States  \nNational Association for College Admission Counseling  \nNational Council for Community and Education Partnerships  \nCouncil of Chief State School Officers  \nNational Alliance of Concurrent Enrollment Partnerships  \nNational Association of State Boards of Education National Governors Association  \n1 POLICY CONTEXT  \nSetting tHe  \nPoliCy Context  \nThe link between college readiness in high school and subsequent success in postsecondary education has been firmly established.1 While states are adopting more rigorous college and career readiness standards in K–12 education to reinforce this link, increasing rigor is just one necessary step toward improving postsecondary completion. Two others are (1) decreasing the length of time students take to earn a credential, and (2) helping students adjust to the academic expectations of postsecondary education.  \nShortening the amount of time students spend working toward a postsecondary credential can reduce their total college costs, which is highly desirable to students, their parents, and policymakers. Equally important is finding convenient and effective ways to ease students’ transition to college coursework. Critically, both of these factors disproportionately affect students from low–income families and/or students who are the first in their families to attend postsecondary education.2 With this in mind, education leaders and policymakers are looking to dual credit and concurrent enrollment (hereinafter referred to together as “dual enrollment”) programs to address these issues.  \nKey Benefits of dual enrollment  \nCutting time to Completion: Shortening students’timeline to degree completion can save them and their families a considerable amount of money.  \nAdApting to expeCtAtions: Easing students’transition to college coursework and college expectations can improve persistence, promote academic integration, and increase degree attainment.  \n2  \nAsthe number of participants in dual enrollment programs continues to rise, so has the popularity of these programs among policymakers and education leaders.  \nnumber of unique  \nMentionS of duAl enrollMent in stAte of the stAte Addresses  \n| \u003Cbr> men\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>| \u003Cbr>3\u003Cbr>tions\u003Cbr>\u003Cbr>|\n| --- | --- |\n\n2013 2014 2015  \nSource: American Association of State Colleges and Universities  \n3 POLICY CONTEXT  \nDual enrollment allows high school students to earn college credit by taking college courses at postsecondary institutions, their own schools, or online. In some states, credits earned through dual enrollment can be applied to meeting degree requirements once the student enters a postsecondary program, thus potentially reducing time to completion, tuition costs, and some of the early strain of adjusting to college expectations. Accordingly, demand for dual enrollment offerings has been strong.  \nIn 2002-03, roughly 1.2 million students participated in a dual enrollment course. Less than a decade later, the number swelled to 2 million, an increase of 75 percent.3 And as the number of participants in dual enrollment programs continues to rise,4 so has the popularity of these programs among policymakers and educat","cbCaij2bVIn9X7AD","https://ap.wps.com/l/cbCaij2bVIn9X7AD","pdf",170228,"English","# Policy Context\n## Key Benefits of dual enrollment\n# Empirical Foundation\n## ACT’s empirical foundation for commitment to dual enrollment","[{\"question\":\"What is the policy brief’s goal regarding dual enrollment?\",\"answer\":\"To improve educational outcomes for high school students by expanding the number of eligible students who can participate in high-quality dual enrollment programs and earn college credit.\"},{\"question\":\"How does the brief say dual enrollment benefits students?\",\"answer\":\"It emphasizes cutting time to completion and helping students adapt to college expectations, which can improve persistence and degree attainment.\"},{\"question\":\"What empirical support does the brief cite for ACT’s commitment?\",\"answer\":\"ACT research indicates that students entering college with dual enrollment credits are more likely to succeed, including completing a bachelor’s degree in less time than students without those credits.\"}]","USING DUAL ENROLLMENT TO IMPROVE THE EDUCATIONAL OUTCOMES OF HIGH SCHOOL STUDENTS - Policy Brief December 2015 | PDF",1791520822]