High School Principals’ Perceptions of Dual Enrollment Policy in Ohio and Texas

Abstract

Dual enrollment policies and programs, where students earn both high school and college credits, have been scaled up across the United States in the last two decades. In this mixed methods study, we survey high school principals in Ohio and Texas, two states with robust dual enrollment policies. The study addressed one broad research question: What are principals’ perceptions of dual enrollment access, participation, and governance? Findings revealed three main themes: (1) economic/credential student motivations for dual enrollment; (2) mixed views about rigor; (3) issues surrounding the loss of principal autonomy.