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College leaders urge K–12 support for dual enrollment, call for data on 10‑course cap
Summary
College presidents told the appropriations subcommittee that dual enrollment and early middle college programs increase college completion and workforce readiness, and asked lawmakers to uncouple dual‑enrollment funding from the K‑12 foundation allowance and to collect data on whether the 10‑course statutory cap should be raised.
President Chris Petrino of Gogebic Community College and other presenters described dual enrollment, concurrent enrollment and early middle college programs as effective pathways that increase graduation and postsecondary success and urged state support to expand participation, particularly in rural districts.
“Dual enrollment has become more of an issue and more important to students, parents, and communities,” Petrino said, adding that dual enrollment prepares students for “the rigor and the relevance of college” and provides career exploration, cost savings and higher graduation rates.
Brandy Johnson of the Michigan Community College Association explained that dual enrollment is an umbrella term that includes concurrent enrollment, CTE dual enrollment and early middle college programs; she described early middle college as a “high dosage” model in which students extend high school by a thirteenth year and can leave with a certificate or sometimes an associate degree. “In Michigan, 95 percent of students that attempt a dual enrollment course actually complete the college course,” Johnson said.
Leaders asked the legislature to address two finance‑related barriers. First, they said dual enrollment funding currently comes out of the K‑12 foundation allowance, which can disincentivize school districts — especially rural districts with tight budgets — from promoting or expanding dual enrollment. Second, they flagged the statutory limit that allows up to 10 dual‑enrollment courses (roughly 30 credits) for non‑early middle college students and urged the state to collect better data on student participation before changing the cap.
Johnson told the committee the Association convened a cross‑sector work group that produced roughly 10 policy recommendations and a finance recommendation; the group recommended improved data collection to determine how many students reach the 10‑course limit and whether an expansion is warranted.
Committee members requested district‑level participation numbers. Johnson said the Center for Educational Performance and Information (CEPI) maintains longitudinal P‑14 data and MCCA can provide rural vs. urban participation figures and cost estimates to the committee.
Why it matters: Dual enrollment can reduce time and cost to a credential, increase the number of qualified workers, and improve college readiness — but financing structure and statutory limits influence which districts and students benefit. Lawmakers weighing K‑12 and higher‑education funding must consider how to align incentives across both systems.
Less critical details: Testimony noted that 10 courses equates to about 30 credits (3–4 credits per course depending on labs), and that early middle college provides a “double dose” of support from both the high school and college.
Looking ahead: Presenters offered to provide CEPI data to the committee; the Association said it will share its work‑group recommendations with legislators in the coming weeks.
