“Joint Position Statement on Dual Enrollment from CCCC, TYCA, WPA, NCTE” Jan. 2020.

This profile offers insights from an established dual credit first-year composition program at a public state university in Texas, focusing in particular on the preparation and professional development of high school instructors who deliver college writing curriculum through an embedded partnership. The authors provide an overview of dual credit’s expansion and exigency nationwide, describe the history of the program at their institution, offer a discussion of relevant literature and research opportunities in composition studies, examine the program’s affordances and constraints, and conclude with strategies for writing pedagogy administrators and others with stakes in first-year composition/dual credit partnerships.

This article presents findings from a multisite case study of dual enrollment instructors and administrators in high school–college partnerships, identifying key challenges to teachers’ academic freedom while also exploring the possibilities presented by their liminal institutional positionality