Dual Enrollment

Dual enrollment refers to programs that allow high school students to take college-level courses while still enrolled in secondary education. This arrangement enables students to earn credits that count towards both their high school diploma and a future college degree. Typically, dual enrollment courses are available to motivated students during their junior or senior years and may be offered at either the high school or local college. Advocates of these programs argue that they help bridge the gap between high school and college, enhance academic performance, and reduce the time and cost required to complete a college education. While dual enrollment has gained popularity—with many states implementing policies to support it—there are concerns regarding equitable access. Critics point out that students from minority and lower socioeconomic backgrounds may be underrepresented in these programs, potentially widening existing educational disparities. Additionally, there are debates about whether high school students are emotionally and academically prepared for the demands of college coursework. Overall, dual enrollment serves as a significant opportunity for some students, but it also raises important questions about accessibility and the quality of educational preparation.

Published in: 2021

By: Trudy Mercadal, PhD

Subject Terms

Dual Enrollment

Abstract

In dual enrollment courses, secondary school students are concurrently enrolled in two different educational institutions—a high school and a college—in which they usually receive academic credit for both high school and college degrees. Often, colleges allow students to take the college credit courses free of cost or at a discount. Dual enrollment programs come in a wide variety of combinations, but mostly they involve secondary school students taking college-credit coursework that may count toward both high school diploma and college diploma. Although it has many advocates and increasingly grows in popularity, dual enrollment programs have some detractors as well.

Overview

The term dual enrollment is used to describe a course in which enrolled high school students receive credit as high school and as college students. These courses are considered by the U.S. Department of Education as college transition programs between high school and college, so that high-achieving secondary school students are able to achieve college readiness. Dual enrollment programs vary across states and colleges, but all share the goal of motivating students to go to college by building up their academic level and helping them transition smoothly (Lukes, 2014). Dual enrollment programs allow driven students to take college classes and have them count both toward high school completion and a college degree. Even students who opt for vocational programs in community colleges may benefit from dual enrollment programs and have them count towards a technical level or associates degree.

Dual enrollment courses can take place in either the high school or college location, and during the junior or senior year of high school. If classes are held at a college, a student would take the coursework with regular college students. Studies consistently show that dual enrollment students tend to have higher grades and are less likely to need remedial courses when they enroll in college than regular high school students (An, 2015). Some education experts have argued that for high achieving students, the last years of high school may be redundant. It commonly takes many college students more than four years to graduate with a four-year degree; in consequence, there is a growing interest among college administrators and policymakers in ways to decrease the time it takes for many college students to finish a degree. This seems to have fueled the growing popularity of dual enrollment programs among many school and state authorities.

Dual enrollment programs also serve to improve the success rates of high school students. Their supporters stress at least four main benefits from dual enrollment: It smoothens or bridges the gap between high school and college; it motivates students to take on more challenging coursework, it shortens the time students take in acquiring a college degree, and it increases college retention rates. Moreover, by reducing the time that students spend attaining their college degree, they reduce the costs incurred in their education (Pretlow & Wathington, 2014).

In 2013, according to the National Center for Education Statistics, forty-six states in the country had a dual enrollment policy. It is important to note, however, that these programs may vary in range and structure. Nevertheless, 96 percent of two-year colleges enrolled high school students in dual enrollment programs for the 2010-2011 academic year (NCES, 2013).

Many education experts and authorities are concerned that students graduation from high school are not college ready; that is, they are not prepared to successfully navigate the academic demands of college coursework and, often, its social expectations. This is of great concern to authorities and parents. Numerous studies show that a solid high school preparation is crucial for college success, and that a college degree is important for future economic stability. Nevertheless, many individuals arrive at college insufficiently prepared and must enroll in remediation courses. In fact, close to 30 percent of college freshman require at least one remedial course. Remediation adds to the costs of higher education and, because remedial courses rarely count toward degree credits (An, 2013), lengthens the time required for students to complete their degree.

Further Insights

The most obvious benefits of dual enrollment programs is that dual enrollment students tend to have a stronger academic performance (measured by college GPA) and that it shortens the time it takes to earn a college degree. In addition, dual enrollment participants tend to show more college readiness in actual adaptation to college life, such as interacting with other college students and new social expectations in general. This occurs because dual enrollment courses help high school students become familiar with college role expectations prior to their graduating from a secondary institution (Lukes, 2014).

Higher education experts and policymakers have long sought solutions for reducing social class differences and creating equal opportunities for all students. Some have considered dual enrollment in public schools as a way in which all students may earn college credits without incurring additional expense. Therefore, dual enrollment advocates have proposed that the program can reduce the persistent inequality gaps in academic performance (An, 2013).

However, others point out that even if some institutional arrangements, such as dual enrollment, offer the possibility for individuals to reach the same academic level, differences in socioeconomic level and education may be reflected in how students are tracked in a school system. One of the systems that critics suggest have perpetuated inequalities in the school system is tracking. Many schools separate its students, based on academic attainment and often student choice, into different tracks usually known as vocational, general, and academic. Track placements, then, have an impact on educational inequality and performance. Not surprisingly, students placed in academic tracks learn more and better than students in the general track. Moreover, the former are better prepared for college than the latter. On the other hand, many school systems have implemented reforms to the tracking process and separate students according to subject matter or allow students to take different courses across different tracks. Nevertheless, college admission officials continue to prefer academic tracks over general or vocational tracks.

These educational differences acquire greater importance in the United States than in other countries, because there is less availability to the kinds of degrees offered in secondary education than there is in other countries worldwide. However, American students—unlike those in some European countries, for example—are not set into rigid tracks and have more freedom to choose their education track (An, 2013).

In short, the creation of most dual enrollment courses occurs within a philosophical framework of increasing opportunities for all students and of encouraging students to enroll. However, the intentions do not match the results, as recent research also shows that students from minority groups remain remarkably underrepresented in dual enrollment programs relative to their numbers in the general school population (Pretlow & Wathington, 2014).

This is problematic, since in the economy of contemporary society, a college diploma is considered increasingly the norm for an adequate living standard. The fact that students from minority groups may have less access to higher education risks perpetuating longstanding inequality gaps. Some experts argue that the inequality gap starts before students reach school. Parents from higher socioeconomic levels, for example, engage in much effort and planning to ensure that their children receive the best school guidance and credentials, and enroll in the most prestigious tracks. They are also likelier than parents from lower socioeconomic groups to communicate more strenuously their expectations for a college education to their children and to guide them toward acquiring the resources that they will need in order to successfully navigate the college experience.

Parents from lower socioeconomic groups may be supportive of their children’s collegiate future, but are less likely to be familiar with the requirements, processes, and coursework college readiness demands. Without college experience of their own, parents may not know how to offer academic guidance, set expectations in line with a future college application, or seek out critical educational resources for their children. Advantages such as prestigious private schooling, tutoring, and enrichment activities (e.g., travel, math or science camp, team sports, music lessons) are often beyond the economic reach of lower income families. In short, parents from higher socioeconomic groups are more likely to ensure that their children enroll in academic tracks such as advanced placement, international baccalaureate, and dual enrollment courses (An, 2013).

Dual enrollment coursework often charges students a fee—even at a discount—that some parents might find difficult to pay, especially if these include college textbooks, which are seldom free of cost and can be unaffordable. Studies have shown that Latino students, for example, are less likely to attend schools that offer more advanced coursework than white or Asian students; the same holds true for students from lower socioeconomic groups in general. Moreover, even though minority students of color, such as Latinos and African Americans attend college in higher numbers than before, their degree completion rates remain low compared with other groups, such as whites and Asians (Adelman, 2006). Dual enrollment, then, has not yet been able to achieve its goal of leveling the educational playing field for all students, regardless of socioeconomic class.

Dual enrollment coursework is deemed more rigorous by many college officials than is general college coursework, making students with dual enrollment credits more attractive to admissions officers. Furthermore, although more and more schools are showing enthusiasm about incorporating dual enrollment courses in their institutions, not all secondary institutions offer these opportunities to their students and thus, some groups remain excluded (Adelman, 2006). Thus, some experts argue that they may serve as a way in which more affluent families secure their social status and have not been very effective in becoming more accessible to minority and low income students (An, 2013).

Viewpoints

There are various angles as to the deeper function of dual enrollment courses, beyond that of preparing students for more rigorous coursework. One is, in a sense, a pragmatic role. There are many stakeholders in dual enrollment programs, besides students: high school staff, college staff, parents, researchers, policymakers, and others. Parents are interested because of the advantages—academic and social—that a dual enrollment program offers. Dual enrollment programs often bring in funds to a school with little to no additional cost to the school. Dual enrollment courses bring prestige to a school and often increase its enrollment. Colleges are also interested because they consider dual enrollment courses as a bridge to their own programs (Lukes, 2014). Dual enrollment courses have become so popular that with the expansion of Internet-based courses, many schools have begun to offer online dual enrollment classes.

Besides serving these practical interests, dual enrollment programs serve other less noticeable functions, such as that of socialization. Socialization is a process by which individuals, particularly children and youth, learn the norms, values, acceptable behaviors, social, and other skills that help facilitate their successful adaptation and performance in his or her society. In other words, it serves to prepare individuals for performing their social roles and complying successfully with social expectations. By way of socialization, individuals build skills and competencies that allow them to learn new roles. Dual enrollment programs, according to some, provide a middle ground or transition space for students to learn the rules and behaviors expected of college students (An, 2015). Moreover, given the high rates of student depression in college, the transition period may help students successfully navigate the period of social adaptation and become more acculturated to their new role and social expectations.

Other advantages include widening the academic landscape for students. Many dual enrollment programs offer classes that are not regularly offered at high schools. Therefore, students may be able to explore different academic areas and discover or deepen new areas of interest. For example, a student interested in world history might take a college course in the Middle Ages or the French Revolution. College students often change majors; in fact, studies show that about 50 percent of college students change majors during their college trajectory (Adelman, 2006). Therefore, the discovery of a new area of interest might help a high school student acquire more information about a field before declaring a major and in this way, avoid having to change majors and delay degree completion. Moreover, college courses in music appreciation or theater history might provide access to cultural experiences that a student might otherwise miss out on.

There are, however, some critics of dual enrollment courses. There are those who claim that dual enrollment courses might increase the inequality gap, or at least, that is has failed to closed it. Other critics argue that students often enroll in dual enrollment coursework that may take them away from the high school campus or otherwise detracts from their participation in other school activities that may enhance their high school participation, enrich their resume, and provide a more rounded experience. Critics have also argued that high school students are often not mature enough or emotionally ready for college courses. They may not, for instance, fully understand that these courses are more rigorous and the grade will become part of their permanent college record. An unsuccessful experience might not only mar a student’s college record, but perhaps prove so discouraging it might even turn that student away from college entirely. Furthermore, a student may also not be emotionally ready enough for some of the topics and work dealt with at the college level. Parents also often express concern when dual enrollment students must leave the high school campus unsupervised during the school day in order to take classes at a local college. Further, the looser strictures of college—as opposed to the more regimented environment of a high school—may prove confusing or unsettling to some secondary level students.

Terms & Concepts

Advanced Placement (AP): As with dual enrollment, but with significant differences, placement of a student in an AP course grants college credit to the student if completed. The exams are graded by college instructors.

GPA: Grade point average, the accumulated and averaged grades earned during the course of degree completion.

Higher Education: Education after high school or secondary education, usually college or university.

International Baccalaureate (IB): As opposed to AP courses and dual enrollment, the International Baccalaureate program may also be offered in elementary schools and is often a schoolwide program. A rigorous program, its exams are sent abroad to be graded with work from other IB students around the world.

School Tracking: A system in which students—usually in secondary schools—are separated into different programs based on academic performance and student preference.

Secondary Education: The last years of formal education; grades nine through twelve.

Socialization: A set of processes that are meant to facilitate the adaptation of children and young people to the norms, values, beliefs, and expectations of their society.

Stakeholders: Individuals or groups who hold an interest in an enterprise, such as a business or organization.

Bibliography

Adelman, C. (2006). The toolbox revisited: Paths to degree completion from high school through college. Washington DC: U.S. Department of Education.

An, B. P. (2012). The influence of dual enrollment on academic performance and college readiness: Differences by socioeconomic status. Research in Higher Education, 54(4), 407–432. Retrieved December 11, 2015 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=87799410&site=ehost-live

An, B. P. (2015). The role of academic motivation and engagement on the relationship between dual enrollment and academic performance. Journal of Higher Education, 88(1), 98–28. Retrieved December 11, 2015 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=99959273&site=ehost-live

An, B. P., & Taylor, J.L. (2015). Are dual enrollment students college ready? Evidence from the Wabash national study of liberal arts education. Education Policy Analysis Archive, 23(58), 1–25. Retrieved December 11, 2015 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=103378253&site=ehost-live

Community College Research Center. (2012). What we know about dual enrollment. New York, NY: Teachers College Columbia University.

Hoffman, E., & Voloch, D. (Eds.). (2012). Dual enrollment: Strategies, outcomes, and lessons for school-college partnerships: New directions for higher education. San Francisco, CA: Jossey-Bass.

Lukes, L. A. (2014). Considerations and recommendations for implementing a dual-enrollment program: Bridging the gap between high school and college level science. Journal of College Science Teaching, 44(1), 17–22. Retrieved December 11, 2015 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=97663551&site=ehost-live

National Center for Education Statistics. (2013). Dual enrollment programs and courses for high school students at postsecondary institutions: 2010-2011. Washington, DC: U.S. Department of Education Institute of Education Sciences.

Pretlow, J., & Wathington, H. D. (2014). Expanding dual enrollment: Increasing postsecondary access for all?. Community College Review, 42(1), 41–54. Retrieved December 11, 2015 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=92969498&site=ehost-live

Taylor, J. L., & Pretlow, J. (2015). Dual enrollment policies, pathways, and perspectives: New directions for community colleges. San Francisco, CA: Jossey-Bass.

U.S. Department of Education. (2011). What role can dual enrollment programs play in easing transition between high school and postsecondary education?. Columbus, OH: BiblioGov.

Dual Enrollment

On this Page

Subject Terms

Dual Enrollment

Abstract

Overview

Further Insights

Viewpoints

Terms & Concepts

Bibliography

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