Dual Enrollment/Dual Credit
States are implementing a variety of initiatives and policies to assess and support students’ college and career readiness. To help state leaders and policymakers identify trends and learn about innovative approaches to this work, the College and Career Readiness and Success (CCRS) Center has updated the CCRS Center interactive state map with new and streamlined content. The map provides an easy-to-navigate snapshot of state college and career readiness policies, metrics, and initiatives across all states.
Rural students are less likely to enroll in college than their urban peers.[i] But new college credit programs have given rural students a convenient alternative path to post-secondary education. Concurrent enrollment programs – high schools offering college coursework – can benefit rural students, given that participation in concurrent enrollment programs increases the likelihood of not only college enrollment, but college completion.
Using data from the University of Missouri, the researchers of this study investigate whether students who enter college with dual-enrollment credit and/or advanced placement (AP) credit achieve higher first-year grade point averages (GPAs) and demonstrate higher rates of retention; and, if so, whether those effects differ by the type of dual credit courses taken.
High quality dual and concurrent enrollment coursework has a powerful impact on students' postsecondary success, yet few opportunities are available in the nation's large urban school districts.
On a national scale, rural districts face a range of challenges: declining student enrollment, declining revenues, technological disadvantages, trouble recruiting and retaining quality teachers, long student commutes, and at the high school level, providing the general academic core curriculum while also offering robust career/technical education (CTE) and advanced academic options. These challenges likewise play out in dual enrollment opportunities in rural high schools.
This report describes the results of a mixed methods survey of acceleration programs in Florida. It compares Dual Enrollment with AP, IB, and AICE programs. The study found among Florida 11th and 12th graders in the 2006/2007 school year that 7.3% of students enrolled in a college credit or Dual Enrollment course were predominately White females who were not economically disadvantaged, and the majority of students in accelerated programs were enrolled in programs other than Dual Enrollment programs.
The author examined the effectiveness of the Cooperative Alliance Program (CAP) designed to encourage high school students and adult students to enter technical programs in Oklahoma community colleges. The study measured enrollment status, GPA, and hours earned of CAP students compared to a non-CAP control group. After reviewing first-year data, the author found CAP students are more likely to remain in school than non-CAP students and achieve higher GPAs.