A recent report from the Community College Research Center (CCRC) at Teachers College, Columbia University, shows that dual enrollment programs are effective in boosting college enrollment and completion rates. However, significant disparities persist, especially for low-income, Black, and Hispanic students.
Each year, nearly 2.5 million high school students take advantage of available dual enrollment programs, now offered at 90% of public high schools nationwide. According to the report, these students are more likely to attend and complete college compared to their peers who did not participate. Among students who began dual enrollment courses in 2015, 81% attended college within a year of high school graduation, compared to 70% of non-dual enrollment students. The report also found that 50% of dual enrollment students earned a postsecondary credential within four years, versus 44% of non-dual enrollment students.
Despite these successes, the study reveals troubling gaps. Of those who dual enrolled, only 28% of low-income students, 29% of Black students, and 25% of Hispanic students earned a bachelor’s degree within four years, compared to 36% of all dual enrollment students.
“Dual enrollment is a strong on-ramp to increase college enrollment and completion for all students, especially for low-income, Black, and Hispanic students, but there is a lot of room for improvement,” Tatiana Velasco, a senior research associate at CCRC and the report’s lead author, said in a press release. “Given the large variation in policies and practices in dual enrollment, college and K-12 leaders should use the evidence in this report to assess and plan strategies to strengthen equitable access and success for all students.”
The report offers state-by-state data and highlights the importance of expanding access to dual enrollment for underrepresented groups while providing better support systems to ensure their success. CCRC encourages states and educational leaders to use this data to develop policies that close access gaps and enhance outcomes, particularly for students from historically underserved communities.
While some states have made progress in broadening dual enrollment access, the challenge remains in balancing equity with success. The findings underscore the need for continued efforts to ensure that all students benefit from the potential of dual enrollment programs.
