The Dual Pillars of Dual Enrollment

Examining Two- and Four-Year Public Colleges as Providers of Dual Enrollment Programs

Dados Bibliográficos

ID21752005
AutoresXiaodan Hu (0000-0003-0310-0907, Southern Methodist University, autor correspondente), F Fernandez (0000-0003-4072-3994, University of Wisconsin–Madison), Matthew J Capaldi (0000-0002-5664-3414, Kansas City University), Yi Leaf Zhang (0000-0003-3644-356X, The University of Texas at Arlington)
Ano2026
Volume67
Fascículo4
Data de publicação2026-06-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoResearch in Higher Education (JOURNAL)
Identificadores do periódicoISSN: 1573-188X • E-ISSN: 0361-0365
EditoraSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s11162-026-09905-6
OpenAlexW7160125564
IdiomaEN
Citações recebidas1
Referências citadas24

Scholars consistently document a national surge of dual enrollment in the U.S., butprograms are developed at the state level and build on existing public colleges anduniversities within each state. This exploratory study examines public four-yearuniversities as providers of dual enrollment alongside geographically proximatecommunity colleges that also offer dual enrollment programs. Guided by the concept oforganizational fields, we aim to identify predictors of whether public four-yearuniversities provide dual enrollment programs and the size of these programs. Usingcross-sectional data, our correlational findings suggest that public four-year universitiesare less likely to offer dual enrollment programs when more and larger dual enrollmentprograms are offered by in-state and within-proximity community colleges. Yet, whenstates formally authorize public four-year universities to offer formal dual enrollmentprograms, those institutions tend to enroll more high school students in college-levelcourses. We offer directions for future research based on our exploratory findings

Dual enrollment · Dual purpose · Dual role · Higher education · Education and Military Integration · Higher Education Research Studies · Service-Learning and Community Engagement