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Happy Together? The Peer Effects of Dual Enrollment Students on Community College Student Outcomes

By Vivian Yuen Ting Liu & Di Xu

Nationally, 15% of first-time community college students were high school students taking college coursework through dual enrollment in the fall of 2010, and the percentage has risen since then. The growing numbers of dual enrollment students at community colleges raises concerns about how high school peers might influence traditionally aged college enrollees.

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. Focusing on entry-level (or gateway) math and English courses and employing a two-way fixed effects model, the authors find that non-dual enrollment college enrollees exposed to a higher proportion of dual enrollment peers had lower pass rates and grades in gateway courses, higher course repetition, and lower subject persistence.

A version of this paper appears in the American Educational Research Journal, vol. 59, no. 1.

Download CCRC Working Paper No. 116
December 2019
View journal article (subscription may be required)
April 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

September 2017

What Happens to Students Who Take Community College “Dual Enrollment” Courses in High School?

June 2012

Does Dual Enrollment Increase Students’ Success in College? Evidence From a Quasi-Experimental Analysis of Dual Enrollment in New York City

Additional Resources

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

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