GSFC report shows growth in dual enrollment; committee hears details of eligibility, process and costs

President Riley of the Georgia Student Finance Commission presented the commission’s annual dual enrollment report to the Georgia House Higher Education Committee on Feb. 19, saying expenditures have increased 84% since fiscal year 2016 and the program remains popular.

Riley said the report, covering fiscal years 2016–2024, shows substantial enrollment growth after the pandemic, with current program expenditures approaching and exceeding the $100 million range. She told the committee that about 92% of dual-enrollment course attempts in FY2024 resulted in passing grades and that many dual-enrollment participants enroll in HOPE-eligible postsecondary institutions within a year of high school.

Why it matters: Committee members noted that dual enrollment accelerates credential attainment and can produce both back-end cost savings and near-term budget impacts because the state funds multiple payments when a student participates.

Key figures and program mechanics - Expenditures: Riley said dual enrollment expenditures have grown by 84% since FY2016 and that the program reached a six‑ or seven‑figure milestone in recent years. - Course mix and outcomes: Riley said roughly 80% of dual-enrollment coursework is in core subjects (English, math, science, social science, foreign languages). She reported a 92% pass rate for courses in FY2024 and said 70% of students who take dual-enrollment courses enroll in a HOPE-eligible institution within one year of high school. - Provider breakdown: Riley said 57% of dual-enrollment courses were taken at Technical College System of Georgia (TCSG) institutions, about 37% at University System of Georgia (USG) institutions and a portion at private institutions.

Eligibility and application process Riley described a multistep application and approval workflow managed through the Georgia Futures website. Students must be enrolled in a participating Georgia high school, obtain school approval through counselor offices, apply to the receiving college, and complete a participation agreement signed by a parent. High schools can review and approve or reject course requests and can request parents reconfirm approval when changes are made.

Committee discussion and fiscal questions Representative Russell Campbell asked for clarification about funding flows: the high school receives full-time-equivalent (FTE) funding through the Quality Basic Education (QBE) formula for the student, the postsecondary institution receives dual-enrollment funds and tuition is paid on the student’s behalf—leading to what committee members described as a three-way funding effect. President Riley confirmed that public high schools and public postsecondary institutions receive funding tied to participation and that the program’s design can result in multiple state payments tied to a single student’s credit hours.

Representative members asked whether out-of-state residents who attend a Georgia high school may participate. Riley said students who attend an eligible, participating Georgia high school may be eligible even if their residence address is outside Georgia (examples cited included military families and certain border‑waiver arrangements), but she suggested the committee consult Department of Education staff for additional detail on residency waivers.

Riley also noted that the report includes a new section required by Senate Bill 86 that provides additional data on Career, Technical, and Agricultural Education (CTAE) outcomes under the early reporting requirement.

Ending: Committee members asked staff to follow up with the Department of Education on residency and waiver questions and requested refined counts on out‑of‑state participants and foster‑care cases; President Riley offered to provide additional data.