High expectations and academic rigor are foundational to the Early College model, but research reminds us that rigor is most effective when it is intentional, aligned, and supported. As schools across the state continue to refine Early College programming, national research provides strong evidence that rigorous, college-level learning experiences meaningfully improve student outcomes.
A review by the U.S. Department of Education’s What Works Clearinghouse examined dual enrollment and Early College–type programs and found positive effects on college enrollment, credit accumulation, degree attainment, and high school completion. These outcomes were documented across multiple studies that met rigorous evidence standards, reinforcing that the benefits of Early College are not anecdotal. They are measurable and sustained over time.
The findings underscore a key principle for Early College educators and leaders: rigor is not defined by workload alone. Instead, it is rooted in clear expectations, alignment to college-level standards, and instructional practices that require students to think critically and apply learning in meaningful ways. When students are supported in meeting high expectations, rigorous coursework becomes a catalyst for confidence, persistence, and academic momentum.
For students balancing college coursework while still in high school, the message is clear: challenging academic experiences, when paired with intentional supports, build the skills and habits needed for long-term success. As a state, our role is to continue strengthening Early College systems that uphold high expectations while ensuring students have the guidance and structure necessary to meet them.
This evidence reinforces what Early College educators across New Mexico already see in practice. When rigor is purposeful, it prepares students not only to succeed in college, but to persist and complete their postsecondary goals.
Resource:
U.S. Department of Education, What Works Clearinghouse. Dual Enrollment Programs and Early College High School intervention reports.
