Across New Mexico, there is a growing and shared commitment to expanding opportunities for students through dual credit and Early College High Schools. This work reflects an ongoing partnership between the New Mexico Public Education Department, the Higher Education Department, school districts, and postsecondary institutions, all working toward a common goal of improving student access and success.
From the secondary perspective, this work is both an opportunity and a responsibility. Schools and districts are working to ensure that students are prepared for college-level experiences while still in high school, and that they are supported in navigating increasingly complex pathways into postsecondary education and careers.
New Mexico is in a moment of intentional alignment. Recent statewide efforts, including participation in national initiatives to expand dual enrollment, signal a clear commitment: ensuring that more students, especially those in rural and historically underserved communities, have access to meaningful college pathways while still in high school. At the center of this work is dual credit.
We continue to see strong evidence that dual credit benefits students in lasting ways. In New Mexico and across the country, students who participate in dual credit are more likely to graduate from high school, enroll in college, and persist in their postsecondary education. Many students also leave high school having already earned college credits, reducing both the time and cost required to complete a degree.
Colleges and universities across New Mexico are doing significant work to make dual credit possible. From course delivery and faculty support to advising and infrastructure, institutions are investing time, expertise, and resources to serve high school students. In many cases, this includes absorbing substantial costs so that students can access college coursework with little to no tuition expense.
That commitment matters. It reflects a shared belief that expanding opportunity for students is worth the investment.
At the same time, the complexity of this work requires ongoing coordination. From the secondary side, this includes aligning high school systems with postsecondary expectations, supporting school leaders and counselors, and ensuring that students are both prepared for and successful in college-level coursework. Across the state, we see a range of approaches, with some institutions offering more structured models and others emphasizing flexibility and local collaboration. Both perspectives bring value. Structure can provide clarity and consistency, while collaboration can foster responsiveness and innovation.
Our collective challenge, and opportunity, is to continue building alignment across these approaches in ways that best serve students.
Early College High Schools offer a clear example of what is possible when this alignment is strong. When K–12 systems and higher education institutions work in close partnership, students experience coherent pathways, consistent expectations, and the supports they need to succeed in college-level work. These models show that collaboration is not an additional layer of work. It is the foundation of effective programs.
As we move forward, we remain committed to strengthening communication, supporting our districts and schools, and continuing to build strong partnerships with our higher education colleagues. Ensuring that all stakeholders, including districts, schools, colleges, and state agencies, have a shared understanding of goals, roles, and expectations will be essential. This work is not simple, and it is not quick. But it is important.
We are grateful for the ongoing partnership of our higher education institutions and for the commitment they continue to show to New Mexico’s students. Together, we have an opportunity to expand access, improve outcomes, and build systems that truly support students from high school into college and beyond. Collaboration is not just part of the work. It is the work.