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Can Dual Enrollment Algebra Reduce Racial/Ethnic Gaps in Early STEM Outcomes? Evidence From Florida

By Veronica Minaya

Math is an integral subject in nearly all STEM disciplines, and early exposure to advanced math coursework may encourage high school students to enter and persist in STEM fields in college. This report examines whether taking college algebra through dual enrollment affects high school graduation, college enrollment, and early STEM outcomes. The author uses a fuzzy regression discontinuity methodological design and rich transcript-level data on one cohort of Florida public high school students tracked post-high school into Florida community colleges and universities to estimate the effects of taking dual enrollment algebra.

Results show that among students on the margin of eligibility, taking dual enrollment algebra increases the likelihood that students enroll in a STEM program in college. They also show particularly strong effects on beginning college and persisting in college as a STEM major for Black and Hispanic students. The study does not detect an effect on overall rates of high school graduation or college enrollment. Broadly, the findings suggest that encouraging Black and Hispanic students to take college-level math courses in high school may help to advance equity in STEM fields.

Download summary research report
February 2021
Download fact sheet
February 2021
  • Getting a Jump on College: How to Strengthen the Benefits of Dual Enrollment and Other College Acceleration Strategies for Low-Income and Minority High School Students

Related Publications

October 2023

Toward a Practical Set of STEM Transfer Program Momentum Metrics

November 2021

Measuring STEM Momentum: Early Indicators of STEM Transfer Success for Community College Students

October 2020

High School Dual Enrollment in Florida: Effects on College Outcomes by Race/Ethnicity and Course Modality

Additional Resources

For more policy briefs and fact sheets, visit CCRC’s Policy Resources page.

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