Dual enrollment

While students are the center of dual enrollment programs, high school counseling professionals, often called guidance counselors, and college/university administrators are vital to the success of these programs. High school guidance counselors coordinate schedules and ensure student awareness, registration, and participation in the program. College/University administrators facilitate dual enrollment partnerships between the school district and the post-secondary institution, guided by formal articulation agreements. COVID-19 has impacted both secondary and post-secondary school systems. Since dual enrollment is a formal bridge program between these systems, the pandemic may have long-term effects on access, equity, and the learning environment associated with dual enrollment.
This case study focused on high school guidance counselors and school district administrators in Broward County, Florida schools as well as the college/university staff and administrators who oversee dual enrollment programs at three post-secondary institutions that offer classes for Broward County students. By collecting the participants’ perceptions of the impact of COVID-19 on dual enrollment programs, this study found out what worked, what did not work, and the lessons learned.

As the Hispanic/Latin* population in the United States experiences rapid growth, a concerning decline in college completion rates among these students demands further investigation. This study aims to establish an understanding of historical disparities that pervade the provision of advanced education and experiences, which consequently impact access to postsecondary education for Hispanic/Latin* students. Given the heightened likelihood of encountering such disparities within this demographic, the pursuit of college degree attainment goals may necessitate particular emphasis. Utilizing Self-Determination Theory (SDT) as a foundation, the satisfaction of the three basic psychological needs—competence, autonomy, and relatedness—can be examined to elucidate how students’ intrinsic motivations are influenced by their interests and needs. As the nation grapples with equity challenges, identifying opportunities to expedite progress toward academic goals is crucial. This phenomenological study delves into the lived experiences of Hispanic/Latin* high school students who have opted for accelerated university curricula. The research investigates the impetus behind participation in dual-enrollment/early-college programs and the subsequent impact on undergraduate degree attainment. Employing an SDT framework, the motivational constructs affecting persistence are analyzed to address the question, "How does participation in a dual-enrollment/early-college curriculum influence undergraduate degree attainment?" Answering this query provides an essential foundation for educational researchers, policymakers, and school personnel to address the factors contributing to the low undergraduate degree attainment rates among Hispanic/Latin* students. A comprehensive understanding of SDT’s core tenets can reveal the significance of self-efficacy and motivation, as well as the adjustment experiences of Hispanic/Latin* high school students attending university full-time. By eliminating barriers to accelerated programs such as dual enrollment, positive implications for employment and socioeconomic equity are likely to ensue, propelling the United States toward becoming a global leader in college degree attainment.

The purpose of this study was to examine academic and social experiences of students who participated in a two-year intensive dual enrollment program housed on a community college campus. The academic experiences were examined through an analysis of community college and university data for 275 dually enrolled students and a comparison group of 258 traditional community college transfer students. An independent test of means was used to compare dual enrollment students to traditional community college transfer students. The findings were significant and found that dually enrolled students had higher community college GPAs, higher associate's and bachelor's degree completion rates, and shorter time periods to associate's degree completion. The social experiences were examined through the use of a survey from 93 students who participated in the intensive dual enrollment program.

Florida has been a leader in the K-20 educational reform in an effort to ensure the seamless transition into postsecondary education for all students, but specifically improving preparation for, and access to, higher education for populations traditionally marginalized and underrepresented in higher education. The purpose of this study was to examine the demographic composition of students participating in dual enrollment programs in Florida, and the relationship between dual enrollment participation and postsecondary success, as measured by student persistence and degree attainment, moderated by race, gender, and Pell status. Alexander Astin's (1993) I-E-O student involvement theory was chosen as the theoretical lens with which to guide the design and analysis of the study. A quantitative analysis of archived student records retrieved from the Office of Institutional Research and Effectiveness at a large urban state college in Florida was used in this study. ... The analysis revealed that students who were dual enrolled were more likely to persist in college and more likely to earn a degree than their non-dual enrolled peers.