Publications

Using three case studies, this paper examines the conditions under which dual enrollment programming could be made sustainable through efficiency gains, even for colleges that charge discounted tuition (or none at all)

Using administrative data from a large state community college system, this paper examines whether being exposed to a higher percentage of dual enrollment peers influences non-dual enrollment enrollees’ performance in college courses.

This paper estimates the patterns and sources of White–Black and White–Hispanic enrollment gaps in Advancement Placement (AP) and dual enrollment programs across several thousand school districts and metropolitan areas in the United States.

Using descriptive methods as well as a quasi-experimental approach, this report examines the early college outcomes of Florida high school students who enrolled in a dual enrollment college algebra course.

Using data on two cohorts of Florida students who started public high school in 2007 and 2012, this report analyzes dual enrollment course-taking and outcomes by racial/ethnic group (Black, Hispanic, White) and course modality (face-to-face on-college-campus, face-to-face off-campus, and online).

Based on research conducted in three states, this report identifies five principles that undergird the strategies and practices of equitable dual enrollment partnerships between high schools and colleges.

This brief published by Education Commission of the States discusses state approaches that systematically broaden dual enrollment access and provide pre-collegiate experiences to middle- and lower-achieving students.

This report uses student enrollment and degree records from the National Student Clearinghouse to examine who enrolls in community college dual enrollment courses and what happens to them after high school.

This chapter addresses structural systems reform and college completion, as well as the role of dual enrollment in ensuring equitable postsecondary outcomes.

This report makes a series of policy recommendations for strengthening dual enrollment in Tennessee to ensure that the program contributes to Tennessee's college completion goals.

This NCPR working paper compares outcomes of students who participated in dual enrollment courses through the Concurrent Courses Initiative with those of similar students who did not participate.

The three-year study examined the outcomes of almost 3,000 students participating in eight dual enrollment programs across California.

This article reviews previous studies on dual enrollment and discusses the results of an evaluation of College Now, the dual enrollment program of The City University of New York.

Using qualitative data from California's Concurrent Courses Initiative, this article explores how teaching in a dual enrollment program can foster new approaches to classroom pedagogy.

This chapter provides a theoretical framework through which to understand the experiences of dual enrollment students as they "try out" the role of college student.

Commissioned by the Nashville Chamber of Commerce, this report reviews dual enrollment policies in Tennessee and five peer states—Florida, Texas, Georgia, North Carolina, and Kentucky.

This practitioner packet synthesizes CCRC's findings on dual enrollment outcomes, presents a case study, and lays out guiding questions for practitioners implementing dual enrollment programs.

This NCPR working paper uses a regression discontinuity design to gauge the causal effects of dual enrollment on rates of high school graduation, college enrollment, and college completion among students on the margin of eligibility for dual enrollment participation.

Using data from two cohorts of all high school students in Florida and controlling for schools' and students' characteristics, this NCPR working paper examines the relative power of AP and dual enrollment in predicting students' college access and success.

This report discusses eight secondary-postsecondary partnerships in California that sought to integrate dual enrollment with a career-focused strategy for engaging struggling students.