https://doi.org/10.1080/10668926.2019.1688734

Article Summary:

This study examines the impact of Dual Enrollment (DE) and Early College High School (ECHS) programs on postsecondary matriculation rates, particularly among a predominantly Hispanic student sample. Researchers found that while dual enrollment participation is associated with higher matriculation rates, Black students faced lower participation and success compared to their White peers, which highlighted a need to better support underserved populations. The results indicate that socioeconomically disadvantaged students often encounter barriers, including potential bias in recruitment practices and challenges related to standardized testing, which may impact their eligibility for these programs. Additionally, while 91.7% of dual enrollment students matriculated to higher education, only 48.5% of ECHS students did, suggesting that current policies may inadvertently disadvantage students enrolled in ECHS. The study underscores the importance of equitable recruitment practices, policy reforms, and further research to enhance college access and success for underrepresented student demographics. Ultimately, it calls for collaborative efforts between secondary and postsecondary institutions to address the challenges faced by these students and improve outcomes in the context of Dual Enrollment (DE) and ECHS initiatives.

Article Citation:

Moreno, M., McKinney, L., Burridge, A., Rangel, V. S., & Carales, V. D. (2019). Access for whom? The impact of dual enrollment on college matriculation among underserved student populations in Texas. Community College Journal of Research and Practice, 45(4), 255–272. https://doi.org/10.1080/10668926.2019.1688734

https://doi.org/10.1002/cc.20633

Article Summary:

This study found that underrepresented groups (Black, Latinx, and specific regional populations) exhibit lower participation and success rates in college-level math and English courses, along with lower overall matriculation rates for postsecondary education. These findings contradict some of the field's research, which has found that Dual Enrollment (DE) can increase equity in access to Higher Education for these underrepresented groups. According to researchers, Latinx students make up a large majority of the DE population, and yet they have the lowest postsecondary matriculation rates. To address the inequities in outcomes of DE programs for students, researchers suggested that higher education institutions and their partnering K-12 schools need to implement data-informed recruitment, retention, and student support initiatives to address the DE equity gaps in access, persistence, and outcomes.

Article Citation:

Adan, S., Diaz, A., Leal‐Carrillo, N., Beer, A., Lundy‐Wagner, V., & Lowe, A. (2024). The California Community Colleges dual enrollment student journey: An equitable journey from participation to matriculation? New Directions for Community Colleges, 2024(207), 9–18. https://doi.org/10.1002/cc.20633

https://doi.org/10.1177/1521025120973955

Article Summary:

This study looked at DE participation outcomes for 11th and 12th graders from Georgia. It sought to explore whether persistence and program completion rates would differ by course modality. The three modalities studied were fully online, face-to-face at the partnering institution of higher education, and face-to-face at the partnering high school(s). Researchers recruited 101 high school students participating in DE and had them complete the College Persistence Questionnaire. The data that was obtained through the questionnaire was analyzed using statistical methods. The study ultimately found that students who took face-to-face DE courses at the college campus had higher persistence scores than their peers taking face-to-face DE courses at the high school.

Article Citation:

Alsup, P., & Depenhart, J. (2020). College persistence of dual-enrolled high school students when considering modality of dual-enrollment course delivery. Journal of College Student Retention Research Theory & Practice, 25(1), 170–186. https://doi.org/10.1177/1521025120973955

https://doi.org/10.5195/ie.2022.251

Article Summary:

Researchers reviewed 26 articles on dual enrollment access and found several equity gaps affecting underrepresented students. 12 out of the 26 reviewed studies focused on policy changes impacting dual enrollment participation, while the other 14 discussed program suggestions for improving access and success for marginalized groups. The researchers identified equity barriers linked to racially biased eligibility criteria, implicit bias in recruitment by educators, inadequate advising and support, limited understanding of dual enrollment benefits, and financial constraints. Researchers also noted that if these inequities are not addressed, dual enrollment programs risk perpetuating existing disparities and failing to serve the very students they aim to uplift.

Article Citation:

Hooper, K. M., & Harrington, C. (2022). Equity gaps in dual enrollment. Impacting Education Journal on Transforming Professional Practice, 7(3), 20–26. https://doi.org/10.5195/ie.2022.251

https://doi.org/10.26153/tsw/2282

Article Summary:

The study examines the factors influencing Dual Enrollment (DE) participation among high school students, highlighting that prior academic achievement, particularly GPA, significantly impacts DE enrollment. Researchers found that a one-point increase in ninth-grade GPA doubles the likelihood of DE participation, while attendance issues decrease those odds. Additionally, social class, particularly socioeconomic status (SES), plays a diminishing role in DE participation, which points to higher SES students benefitting disproportionately from DE opportunities. The research connects DE with human capital theory, arguing that despite its potential for equity, DE often serves to widen the opportunity gap by favoring advantaged students.

Article Citation:

Rivera, L. E., Kotok, S., & Ashby, N. (2019). Access to dual enrollment in the United States: Implications for equity and stratification. Texas Education Review, 7(2), 14–29. https://doi.org/10.26153/tsw/2282

https://doi.org/10.1177/0091552115594880

Article Summary:

Researchers in this study found that Dual Enrollment (DE) outcomes are less equitable for students of color and low-income students. They note that these inequities in outcomes could stem from program policies. The study recommends further evaluation of DE programs and policies for institutions and their partnering K-12 schools to create data-informed support for marginalized students so that Dual Enrollment (DE) programs can successfully serve as tools to increase access to higher education.

Article Citation:

Taylor, J. L. (2015). Accelerating pathways to college. Community College Review, 43(4), 355–379. https://doi.org/10.1177/0091552115594880

https://doi.org/10.1080/02783193.2020.1728801

Article Summary:

This literature review focused on studying the experiences and outcomes of students who participated in Early College High School (ECHS) and Early College Entrance Programs. The literature review examined 26 articles and found that participation in these programs generally led to positive outcomes for participants. The review also led researchers to identify the importance of the relationship between students and instructors at the program's start, which helps aid the transition from high school to college coursework. Observations like these can help Institutions of Higher Education (IHEs) and their partnering schools understand how to support their students better through these opportunities that can provide positive long-term outcomes for participants.

Article Citation:

Jett, N., & Rinn, A. N. (2020). Student experiences and outcomes of early college: A systematic review. Roeper Review, 42(2), 80–94. https://doi.org/10.1080/02783193.2020.1728801

https://doi.org/10.3102/00028312241257453

Article Summary:

This study looked at DE participation outcomes by course modality for non-Early College High School (ECHS) high schoolers who completed at least one DE course between 2015 and 2020 in Texas. Researchers sought to explore whether persistence and program completion rates would differ by course location and modality. Then, researchers analyzed the dataset using descriptive statistics to identify post-secondary matriculation rates for the sample population. This study found a negative association between the passing rates of students taking academic DE courses at a location outside of their high school. Additionally, this study found that students taking DE courses with an instructor from the college were associated with a lower probability of passing the course. Ultimately, this study adds to the growing body of literature focused on the differences in student outcomes when looking at DE course modality and structure.

Article Citation:

Ryu, W., Schudde, L., & Pack-Cosme, K. (2024). Dually noted: Examining the implications of dual enrollment course structure for students’ course and college enrollment outcomes. American Educational Research Journal, 61(4), 803–841. https://doi.org/10.3102/00028312241257453

https://doi.org/10.1177/016146812112300401

Article Summary:

This study explores Dual Enrollment (DE) participation outcomes by course modality for high schoolers using the High School Longitudinal Study of 2009 (HSLS:09). The present study's sample utilized extracted data from the HSLS:09 study for students who had completed at least one DE course by 11th grade. Researchers compared post-secondary matriculation trends (college attendance by 2016, delayed enrollment, full-time enrollment, and developmental coursework completion), high school GPA, and the overall college readiness of their sample population against the location of the DE course(s) taken in high school. This study found that taking DE courses at a college campus did not significantly impact this sample population's high school GPA and college readiness. Additionally, researchers found that DE course location did impact college readiness and high school GPA for students with a higher socioeconomic status (SES). In their conclusion, researchers hypothesized that higher SES students may come from households where at least one parent has obtained a college degree, making their children "continuing-generation" college students. Having parents with knowledge and lived experience in higher education may explain why higher SES students benefit more from DE courses on college campuses than their lower SES DE peers.

Article Citation:

Hu, X., & Chan, H. (2021). Does delivery location matter? A national study of the impact of dual enrollment on college readiness and early academic momentum. Teachers College Record the Voice of Scholarship in Education, 123(4), 1–32. https://doi.org/10.1177/016146812112300401