Sponsors (3)
The bill expands access to college courses and potential cost savings for disadvantaged high-school students and strengthens program quality through targeted funding and federal evaluation — but it relies on time-limited grants, adds administrative requirements, and may leave some costs (like transportation) insufficiently covered, risking sustainability and access in certain communities.
Students from low-income, rural, and first-generation backgrounds gain expanded access to college-level courses in high school through funded dual enrollment and early college programs, increasing participation in postsecondary pathways.
Eligible students can earn transferable postsecondary credits in high school that reduce college time and tuition costs, lowering the financial barrier to completing a degree.
Local K–12 schools and partner colleges receive funding for program development, educator professional development, and course articulation, improving program quality and alignment between secondary and postsecondary institutions.
Programs depend on time-limited grants (initial awards up to 5 years with renewals contingent on outcomes), creating a risk that successful programs will face funding cliffs and sustainability challenges when federal support ends.
Grant application, compliance, and evaluation/reporting requirements impose additional administrative and coordination burdens on local schools, colleges, and state agencies.
Transportation funding is capped at 20% of grant awards, which may leave rural students with unmet travel costs if actual needs exceed the cap and limit their ability to participate.
Based on analysis of 2 sections of legislative text.
Introduced April 8, 2025 by Gary C. Peters · Last progress April 8, 2025
Creates a competitive federal grant program run by the U.S. Department of Education to expand access to dual/concurrent enrollment and early college high school programs. Grants may last up to five years (with possible renewal based on demonstrated positive outcomes) and prioritize serving low‑income, rural, and first‑generation college students. Grantees must form partnerships between secondary schools and eligible postsecondary institutions, submit expansion plans, use funds for activities like educator training, course alignment, outreach, and student supports (including tuition, fees, books, and transportation with a 20% transportation cap), conduct independent evaluations, and supply evaluation results to the Secretary, who must summarize findings for Congress within three years and then every two years.