When conversations turn to dual enrollment, they often focus on tuition, eligibility, or student participation. But our recent research revealed another opportunity, which is one that has received far less attention: the shared infrastructure that allows dual enrollment to function smoothly across K–12 and higher education.
Through interviews and focus groups with state leaders, policymakers, educators, and OER practitioners, one message surfaced repeatedly: expanding access isn’t only about reducing costs. It’s also about making it easier for educators and institutions to work across two systems that were not designed to operate together. We heard how faculty across institutions and states would be more likely to adopt open educational resources when high-quality materials are ready to use. State leaders described the potential of shared course resources to reduce duplication and preserve faculty choice. Educators also highlighted the importance of ensuring students can actually reach those materials, whether through compatible learning management systems, offline and print-ready options, or technology policies that don’t inadvertently block access.
Together, these insights shaped three recommendations in our new guidance:
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Develop optional LMS-integrated OER course shells for the highest-enrollment dual enrollment courses, giving faculty a high-quality starting point while preserving academic freedom.
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Establish a statewide OER and dual enrollment support hub to coordinate technical assistance, professional learning, resource management, and cross-sector collaboration.
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Invest in digital infrastructure and flexible access, ensuring students can use course materials regardless of broadband availability, devices, or local technology restrictions.
What makes these recommendations especially practical is that they do not assume states must begin with significant new appropriations. Many of the most meaningful first steps involve better coordination: identifying existing OER, leveraging current repositories, aligning agencies, engaging regional education service agencies, and building on statewide OER initiatives already underway.
This reflects one of the report’s broader findings. The challenges facing dual enrollment, that include technology, awareness, capacity, procurement, and coordination, are often the same challenges states are already addressing through support for broader OER efforts. Rather than creating parallel initiatives, states can strengthen both by connecting them.
The result is more than lower textbook costs. Shared infrastructure reduces workload for educators, improves consistency across systems, helps students access materials on day one, and creates the foundation for sustainable growth in dual enrollment. Research in the field, notably the new 2026 study from AAC&U, Open Educational Resources: A New High-Impact Practice, continues to show that students who use OER experience outcomes that are comparable to or better than those using commercial materials, while eliminating significant cost barriers.
Building shared infrastructure helps states make those benefits easier to scale, creating a more coordinated, affordable, and sustainable dual enrollment system for all learners. As states continue expanding college and career pathways, building shared infrastructure may be one of the most practical and achievable steps they can take to improve access, affordability, and student success.
Access the full report: State Policy Guidance: A Roadmap to Strengthen Dual Enrollment Through Alignment, Affordability, and Open Educational Resources, created by GoOpen National Network, ISKME, and the College in High School Alliance. The guidance offers eight practical policy recommendations to help states strengthen dual enrollment through affordability, alignment, and open educational resources.