What Happens to Dual Enrollment Credits After High School?

Dual enrollment is often described to high school students and their families as a way to get an early college experience at a significantly reduced cost. These students will earn college credit—sometimes even an associate degree or other college credential—before graduating high school, potentially reducing the time and cost of earning a bachelor’s degree.

At least that’s the promise. But what happens when the path after high school isn’t so clear?

For us, both former DE students (or, as we call ourselves, “stealth transfers”), transferring to a bachelor’s program after high school wasn’t straightforward. And our stories aren’t uncommon. Too often, DE students leave high school without guidance on transfer pathways, and even fewer understand the complexities of credit transfer or the financial implications of their DE choices in high school. What happens to former DE students’ credits after high school? What challenges do these students face? How can we better support them?

Stealth Transfers: Unforeseen Challenges With Credit Mobility

As dual-enrollment students, we assumed transfer would be a simple handoff: The credits we earned in high school would transfer to any college or university we planned to attend, apply directly to our program of study and help us graduate sooner while saving money. In reality, it isn’t always this seamless. Here are a few reasons why:

1. Students may not be aware, or advised on, whether their DE courses will be accepted for credit toward a bachelor’s or other credential in their major field of interest. Among the more than 4,000 DE students from 17 colleges who participated in the pilot of the Dual Enrollment Survey of Student Engagement (DESSE), fewer than half reported ever interacting with a college adviser, and 88 percent reported never having utilized the college’s transfer credit services.
2. Researchers have used national data to track transfer outcomes generally; however, there is still limited research on the extent of the challenges of DE credit transfer and how colleges and K–12 partners can ensure that DE credits are seamlessly transferred and applied to students’ degree programs. Community college students face challenges in transferring credits toward a major field of interest—challenges that could be compounded for DE students due to a lack of understanding of credit transfer and infrequent use of transfer supports.
3. After enrolling in a university, former DE students may feel poorly supported because they are right out of high school, yet have advanced academic standing, so they don’t fall so neatly into first-year or transfer student populations (and the support services designed for them). As such, stealth transfers may miss out on dedicated advising, scholarships and clear information on how to advocate for themselves during the credit-evaluation process.

The Support That Traveled With Me: Akilah’s Story

As a double transfer—first through DE in high school, then from community college to a private university—I always knew my path was right, even when others doubted it. While DE wasn’t as heavily promoted by my high school as other academic programs, I knew it was a valuable and accessible opportunity to prepare me for college and my future goals. However, the guidance from my high school and community college advisers wasn’t always clear and often felt generic. Instead, I leaned on the support from my faith and family. Thanks to my father’s research, I was aware of which credits would and wouldn’t transfer, helping me make informed decisions. After transferring to my university, it was affirming to have the university adviser recognize the effort my family and I put into mapping out my plan. In the end, 57 of my 65 credits transferred.

Many students like me turn to faith, family and community to bridge gaps in information and support. My story urges colleges to recognize the supports and resources transfer students draw on while providing clear pathways and dedicated advising for them.

Racing Through College Without a Road Map: Aurely’s Story

When I graduated high school with an associate degree and 68 college credits, I thought being ahead of my peers would be an advantage, especially since I couldn’t afford to pay for college. I only applied to one in-state university because it accepted 60 college credits and had a scholarship for former DE students. DE prepared me for the rigor of college coursework, but not what it would feel like to be a junior-level student at 18 years old. My focus was graduating quickly to start making an income, so I met with my adviser monthly to stay on track—but I didn’t take advantage of internships or networking opportunities because I wasn’t advised of their importance and had little time left after balancing a heavy course load with part-time jobs.

Like many low-income students, I had the encouragement to pursue a higher education, but not the guidance on how to leverage it for my goals or career. Looking back, a dedicated community for stealth transfers could have helped me catch up on the social, professional and developmental experiences that typically occur over several years in college.

What Can We Do to Support the DE Transfer Experience? 

The growth of DE nationally means more students will arrive on college and university campuses as stealth transfers. When these students’ transfer journeys are hidden, they may miss out on dedicated advising, strategies to reduce the cost of completing their degree and guidance on how to advocate for themselves in higher education and beyond. As former DE students who now research DE and transfer, we offer recommendations below grounded in both our lived experiences and national research.

1. Collect data on credit transfer and experiences of former DE students. Too little information is available on what happens to DE credits after high school. Educators can better support stealth transfers by participating in surveys, like the DESSE, and tracking outcomes for former DE students, including how many credits are lost and which courses are often not transferable. These data should be disaggregated to identify gaps (e.g., race, income) and discussed with K–12, community college and university partners during professional development and planning meetings to improve transfer outcomes.
2. Provide clear major-specific pathways and guidance for stealth transfers. Many former DE students transfer more than once after high school, yet information on these pathways is not always accessible (or understandable) to students and their families. Educators should publish clear guidance on K–12, community college and university websites for students who attend a community college after DE. In high school, students should be informed if they are taking DE courses from multiple institutions and to save their DE course syllabi so they can be better equipped in advocating for the transferability of their coursework in the future.
3. Improve financial guidance for former DE students. Former DE students may be unfamiliar with the costs of attending college after DE. Educators can ensure that scholarship opportunities at various transfer destinations are available to former DE students and deadlines are communicated during their senior year in high school.
4. Support stealth transfer experiences as part of college transfer support services. As dual-enrollment programs expand nationally, there will be more stealth transfer students entering higher education after high school. Educators can make transfer support services, like transfer centers, more inclusive by surveying stealth transfers to understand their needs, creating former DE affinity groups, providing dedicated supports for former DE students, fostering peer connections and hosting events or networking opportunities for this population.

As dual enrollment continues to grow, college and university leaders must recognize that more students will arrive as stealth transfers. By making stealth transfers visible, we can ensure that the promise of DE is fulfilled—not lost in transition.