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A Tale of Two Locales: The Importance of Geographical Setting in Predicting Dual Enrollment Partnership Success

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To facilitate high school students earning college credit, postsecondary and K-12 educators must collaborate to make decisions about dual enrollment course offerings. In a new CCRC working paper, the authors examined variation in dual enrollment partnerships across Texas and estimated how characteristics of these partnerships predict student success.

Online Dual Enrollment: Expanding Access Without Sacrificing Quality

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As high school dual enrollment continues to expand across the country, an increasing number of students are taking their early college coursework online. In this blog post, CCRC researchers share strategies for implementing online dual enrollment courses in a way that mitigates the risk of sacrificing course quality for access.

The Dual Enrollment Pathways SOAA: Assessing and Improving Dual Enrollment Practices at Scale

This blog post introduces the dual enrollment pathways scale of adoption assessment, a self-assessment tool for colleges and college–K-12 partnerships to compare their current dual enrollment practices against the DEEP framework.

Community College Programs That Prepare Students for Post-Completion Success

A new CCRC report examines data on what degrees and certificates community colleges nationally are awarding and which of those programs are more likely to enable students to secure good jobs directly or transfer efficiently to a bachelor’s degree program in students’ major fields of interest.

Teaching Community College Students to Be Versatile Learners: An Imperative for Ensuring Post-Completion Success

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CCRC's forthcoming book features a chapter on the critical role of teaching and learning in community college efforts to strengthen pathways to post-completion success. This blog post, the third in a series, offers takeaways from the chapter on how community colleges can ensure students gain the practical skills needed for success in employment and future education.

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