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College Business Models for Scaling Purposeful Dual Enrollment

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Title: College Business Models for Scaling Purposeful Dual Enrollment
Language: English
Authors: John Fink, Davis Jenkins, Sarah Griffin, Aurely Garcia Tulloch, Columbia University, Community College Research Center (CCRC)
Source: Community College Research Center, Teachers College, Columbia University. 2025.
Availability: Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://ccrc.tc.columbia.edu/
Peer Reviewed: N
Page Count: 33
Publication Date: 2025
Sponsoring Agency: Gates Foundation
Document Type: Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Elementary Secondary Education
Descriptors: Dual Enrollment, Community Colleges, Partnerships in Education, College School Cooperation, Models, Elementary Secondary Education, Underserved Students, Equal Education, Educational Change, Educational Improvement, Administrator Attitudes, Educational Finance, State Aid
Geographic Terms: Alabama, California, Iowa, Nebraska, New Jersey, Ohio, South Carolina, Texas, Washington, Wisconsin
Abstract: There is a growing consensus that dual enrollment should be more than just an early taste of college; it should serve as a purposeful pathway to career-connected postsecondary education and training, particularly for students who might not otherwise go to college after high school. But to realize the potential of this approach, the business model for dual enrollment must enable colleges and K-12 schools to scale practices for improved outreach, better course alignment, individual advising and planning, and high-quality instruction and support in a way that is financially sustainable but does not shift the cost burden to students and families. This report examines how community colleges and their K-12 partners are finding ways to allocate, align, and sustain the resources needed to scale dual enrollment equity pathways (DEEP)--a framework for purposeful dual enrollment designed to increase the number of underserved students who pursue degree- and career-connected education and training after high school. The report shows how, even in states that provide little or no direct funding for dual enrollment, colleges are shifting from the conventional low-cost model, which involves lighter student support but generates less downstream revenue, to one that requires higher upfront costs but generates more downstream revenue by providing increased supports that propel more students to pursue postsecondary education after high school. Accompanying the report is an inquiry and action guide that includes instructions, activities, and discussion to help college leaders conduct a self-study and gap analysis, identify needed resources, and plan allocation strategies to implement priority improvements at scale.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED678735
Database: ERIC
FullText Text:
  Availability: 0
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  Data: College Business Models for Scaling Purposeful Dual Enrollment
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  Data: <searchLink fieldCode="AR" term="%22John+Fink%22">John Fink</searchLink><br /><searchLink fieldCode="AR" term="%22Davis+Jenkins%22">Davis Jenkins</searchLink><br /><searchLink fieldCode="AR" term="%22Sarah+Griffin%22">Sarah Griffin</searchLink><br /><searchLink fieldCode="AR" term="%22Aurely+Garcia+Tulloch%22">Aurely Garcia Tulloch</searchLink><br /><searchLink fieldCode="AR" term="%22Columbia+University%2C+Community+College+Research+Center+%28CCRC%29%22">Columbia University, Community College Research Center (CCRC)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Community+College+Research+Center%2C+Teachers+College%2C+Columbia+University%22"><i>Community College Research Center, Teachers College, Columbia University</i></searchLink>. 2025.
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  Data: Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://ccrc.tc.columbia.edu/
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  Label: Peer Reviewed
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  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 33
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Gates Foundation
– Name: TypeDocument
  Label: Document Type
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  Data: Reports - Evaluative
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Two+Year+Colleges%22">Two Year Colleges</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Dual+Enrollment%22">Dual Enrollment</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Colleges%22">Community Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+School+Cooperation%22">College School Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Underserved+Students%22">Underserved Students</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Finance%22">Educational Finance</searchLink><br /><searchLink fieldCode="DE" term="%22State+Aid%22">State Aid</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Alabama%22">Alabama</searchLink><br /><searchLink fieldCode="DE" term="%22California%22">California</searchLink><br /><searchLink fieldCode="DE" term="%22Iowa%22">Iowa</searchLink><br /><searchLink fieldCode="DE" term="%22Nebraska%22">Nebraska</searchLink><br /><searchLink fieldCode="DE" term="%22New+Jersey%22">New Jersey</searchLink><br /><searchLink fieldCode="DE" term="%22Ohio%22">Ohio</searchLink><br /><searchLink fieldCode="DE" term="%22South+Carolina%22">South Carolina</searchLink><br /><searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink><br /><searchLink fieldCode="DE" term="%22Washington%22">Washington</searchLink><br /><searchLink fieldCode="DE" term="%22Wisconsin%22">Wisconsin</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: There is a growing consensus that dual enrollment should be more than just an early taste of college; it should serve as a purposeful pathway to career-connected postsecondary education and training, particularly for students who might not otherwise go to college after high school. But to realize the potential of this approach, the business model for dual enrollment must enable colleges and K-12 schools to scale practices for improved outreach, better course alignment, individual advising and planning, and high-quality instruction and support in a way that is financially sustainable but does not shift the cost burden to students and families. This report examines how community colleges and their K-12 partners are finding ways to allocate, align, and sustain the resources needed to scale dual enrollment equity pathways (DEEP)--a framework for purposeful dual enrollment designed to increase the number of underserved students who pursue degree- and career-connected education and training after high school. The report shows how, even in states that provide little or no direct funding for dual enrollment, colleges are shifting from the conventional low-cost model, which involves lighter student support but generates less downstream revenue, to one that requires higher upfront costs but generates more downstream revenue by providing increased supports that propel more students to pursue postsecondary education after high school. Accompanying the report is an inquiry and action guide that includes instructions, activities, and discussion to help college leaders conduct a self-study and gap analysis, identify needed resources, and plan allocation strategies to implement priority improvements at scale.
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  Data: 2026
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  Data: ED678735
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    Languages:
      – Text: English
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        PageCount: 33
    Subjects:
      – SubjectFull: Dual Enrollment
        Type: general
      – SubjectFull: Community Colleges
        Type: general
      – SubjectFull: Partnerships in Education
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      – SubjectFull: College School Cooperation
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      – SubjectFull: Models
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Underserved Students
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      – SubjectFull: Equal Education
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      – SubjectFull: Educational Change
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      – SubjectFull: Educational Improvement
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      – SubjectFull: Administrator Attitudes
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      – SubjectFull: Educational Finance
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      – SubjectFull: State Aid
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      – SubjectFull: Alabama
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      – SubjectFull: California
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      – SubjectFull: Texas
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      – SubjectFull: Washington
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      – SubjectFull: Wisconsin
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      – TitleFull: College Business Models for Scaling Purposeful Dual Enrollment
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