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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

September 2018–August 2020

CCRC and the Aspen Institute’s College Excellence Program are partnering with state higher education agencies in Florida and Washington to improve the outcomes of college acceleration strategies for underrepresented high school students, particularly students of color and those from low-income families.

This research project is designed to better understand the drivers that can increase equitable access to and success in dual enrollment, early college high schools, Advanced Placement (AP), and International Baccalaureate (IB). The work has three phases:

  1. Researchers will analyze data from a U.S. Department of Education national high school census to understand patterns of participation in college acceleration by state and county.
  2. Researchers will analyze student unit record data from the two states to understand which students participate in which acceleration strategies and the extent to which their participation helps them succeed in college after high school.
  3. Researchers will identify high school–college partnerships where traditionally underrepresented students are especially well served and document the practices that lead to their success.

The research will produce practitioner-oriented briefs on access by underrepresented students to different college acceleration strategies. The briefs will also cover the effects of particular strategies on college-level math performance; post–high school college entry and completion; and excess credits and time-to-degree among students who earn an associate or bachelor’s degree. This information will be of high value to practitioners and policymakers interested in which of the varied strategies is most likely to improve student outcomes for underrepresented students.

The research will also identify institutional structures, policies, and practices that increase successful college-going and college completion for underrepresented students who take dual enrollment courses. In this study, CCRC and Aspen will use student and institutional data from Florida and Washington State to identify partnerships of high schools and community colleges that achieve exceptional college outcomes with underrepresented students. Based on field research at a sample of such partnerships, CCRC and Aspen will produce a “dual enrollment playbook” for practitioners on the practices of high schools and community colleges that together are especially effective in helping underrepresented students enroll and succeed in college.

This project is funded by the Bill & Melinda Gates Foundation.

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Publications

December 2022

The Impact of Dual Enrollment on College Application Choice and Admission Success

April 2021

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

March 2021

College Acceleration for All? Mapping Racial/Ethnic Gaps in Advanced Placement and Dual Enrollment Participation

February 2021

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

October 2020

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

September 2020

The Dual Enrollment Playbook: A Guide to Equitable Acceleration for Students

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Presentations

July 2021
July 22, 2021

The Dual Enrollment Playbook: Strengthening Partnerships to Advance Equity

June 2021
June 28, 2021

Estimating Trends in Access to Dual Enrollment Using IPEDS and CRDC Data

January 2021
January 15, 2021

Leading With Equity in Dual Enrollment

February 2020
February 20, 2020

Aiming for Equity: Early College & Dual Enrollment

February 2019
February 25, 2019

Increasing Equity in Dual Enrollment

February 2019
February 22, 2019

Exploring Recent Research on Dual Enrollment

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Project Lead

October 2018
October 03, 2018

Davis Jenkins

June 2007
June 13, 2007

Elisabeth A. Barnett

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