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

Written by Dr. Anna Espinoza

Hornbeck, D., Malin, J. R., Duncheon, J. C., & Tan, J. (2023). High School Principals’ Perceptions of Dual Enrollment Policy in Ohio and Texas. NASSP Bulletin, 107(1), 41-59. https://journals.sagepub.com/doi/10.1177/01926365231158595

In this article Hornbeck et al. examined the perceptions high school principals in Ohio and Texas regarding dual enrollment access, participation, and governance. Authors surveyed public high school principals in the two states, generating 195 responses (12% response rate). The article describes findings around three main themes: economic/credential student motivations for dual enrollment, mixed views about rigor, and lack of principal autonomy. Authors conclude with recommendations to inform program implementation and state policy as dual enrollment grows nationwide.

Economically-Driven Decisions. Principals believe students are motivated by the potential cost and time savings of dual enrollment. Lower tuition rates or free courses, coupled with the ability to earn college credits early, are primary reasons for student participation. Some principals also view dual enrollment as a financial benefit for postsecondary institutions due to state funding and tuition reimbursements.

Questions of Rigor. The rigor of dual enrollment courses is a significant concern, especially in Ohio. Principals perceive these courses as easier and less time-consuming compared to other advanced academic options, raising questions about their academic standards.

Lack of Secondary Autonomy. Principals express concerns over the limited input from high schools in dual enrollment decision-making. Issues include control over curriculum, administrative timelines, and hiring guidelines, which affect the effectiveness and alignment of the programs with high school needs.

Hornbeck et al.'s research is crucial for dual enrollment discussions, highlighting the need for improved partnership development and program management. While dual enrollment programs might primarily engage high school counselors, teachers, and assistant principals in day-to-day operations, findings from this study highlight the need to not leave out principals in the development and management of dual enrollment partnerships.