The proportion of Oregon’s community college enrollment made up of high schoolers has grown in recent years, and many aren’t taking classes on a campus. 

Overall, community college enrollment has plummeted in the past decade, but in 2021-2022 enrollment rose 3% and then grew another 4% in 2022-2023. High school students enrolled in community college classes made up nearly one-third of that growth. 

At five of the state’s 17 community colleges, high schoolers enrolled in college credit classes made up 20% or more of the colleges’ headcount during the 2022-23 school year, the most recent year of Oregon Higher Education Coordinating Commission data.

Many of the high schoolers enrolled in community college classes are taking a college-level class in their high school, taught by a high school teacher. Nevertheless, the colleges still collect tens of thousands of dollars from the state by counting these students in their enrollment. High school teachers instructing the classes often do not receive extra pay, or are paid a stipend by the school districts, according to interviews with community colleges, districts and a representative of the state’s largest teachers’ union, the Oregon Education Association. 

State data shows that more than 26,000 high schoolers accounted for 14% of the more than 193,000 students enrolled in classes at the state’s community colleges in 2022-23. That proportion is double what it was in 2010. Though both high school and adult enrollment have fluctuated over the years, high school enrollment in community college has remained far more stable than adult enrollment and, in recent years, was slightly higher than it was a decade ago. The number of adults enrolled in recent years was about half of what it was a decade ago.

And it’s not just in community colleges. Between 2011 and 2021, high schoolers taking dual-credit classes through a state four-year public university increased from more than 3,500 to more than 8,900. The number grew during the pandemic while most Oregon universities saw their overall enrollment drop.

Pathway to College

Jim Pinkard, the higher education commission’s director of postsecondary finance and capital, said dual enrollment for college credit on campus or in high school is positive for students, high schools and community colleges. Once graduated from high school, students are on track to finish college sooner and are spared from paying full price for general education courses at post-secondary institutions.

“We’re trying to encourage students who know from a young age that they want to go to college to get a four year degree,” Pinkard said. “If you know from a young age you want to be a doctor, a nurse, a lawyer – if we tell you how you can start as a junior or senior in high school and get the basics out of the way – that’s one or two or three classes you don’t have to pay for later, and hopefully it lowers the cost of your degree.”

Pinkard acknowledged that disparities exist in who is dual enrolled in college coursework. A 2023 from the commission found those enrolled are disproportionately white and female. Latino students are especially underrepresented among those dual enrolled.

And the share of high schoolers taking college-credit courses through five of Oregon’s community colleges was much higher than at others. At Blue Mountain Community College, Klamath Community College, Clackamas Community College, Columbia Gorge Community College and Lane Community College, high schoolers made up about 20% or more of the total enrollment. Blue Mountain Community College in Pendleton had one of the largest shares, with dual-enrolled high schoolers accounting for nearly 30% of its enrollment.

Financial arrangements

Oregon is unusual in how it calculates per-pupil funding to community colleges, according to Pinkard of the Higher Education Coordinating Commission. Other states provide funding based on the cost to deliver a program. In some states, cost weights are used to reimburse colleges for students taking a welding course at a higher rate since that program costs more to deliver. In Oregon, community college funding per-pupil is based on the number of what's considered a "full-time equivalent" student.

When it comes to high schoolers dual enrolled, the state takes the number of hours each student spends in college-credit bearing classes, adds it up, then divides by 510 – the length of instructional hours over three terms for a student considered enrolled "full-time."

Ultimately, the state sends about $6,300 per full-time equivalent student to the colleges. 

The school districts and colleges also have financial agreements over how much a student should pay in fees per credit, how and when college instructors should mentor and collaborate with the high school teachers and how credits should transfer. Some high schoolers aren’t charged additional fees, while some pay $30 to $50 per credit. 

But each college-credit class that an Oregon high schooler enrolls in contributes to the college’s funding. Put it this way: If 20 students are taking a college-level, dual-credit biology course for one hour every day for one term at their high school, a class that's instructed by a high school teacher, the state calculus equates it to a bit more than 1,100 hours of instruction. The state divides that by 510 to reach the determination that it should fund the community college to the tune of about two full-time equivalent students. So that one dual-credit high school class brings about $13,600 to the college.

Because students are attending the class at the high school, the district also gets to count the student toward its enrollment, so districts don't lose any of the per-pupil funding they receive annually from the state school funding formula: about $13,800 per student, on average. Some community colleges work out revenue sharing agreements with the schools to give the public school teachers some of the higher education funding from the state, but some don't. 

"Their cost in instructing that student is de minimis if they’re not paying that high school instructor," Pinkard said. 

The bulk of students from Pendleton High School in east Oregon who receive dual credit through Blue Mountain Community College take their classes at the high school, with a high school teacher. The high school does not get any extra money for that, and teachers do not get any additional compensation, according to Matt Yoshioka, director of curriculum, instruction and assessment at Pendleton High School. 

Blue Mountain does pay for the high school to employ Mandy Oyama, a college and career counselor, and it pays for faculty to mentor high school instructors and help administer courses and grading. The rest of the extra money Blue Mountain gets from the high school enrollment goes into its general fund, according to the college’s president, Mark Browning. 

Browning said the college is spending money to make to dual enrollment work, not raking it in. Between paying for college faculty to mentor high school teachers and develop courses, providing transcripts and accreditation, the costs add up, he said.

“Whatever the HECC sends us does not cover the cost of instruction for our students. Take the total number of credits we teach, divided by $17.4 million – what our total budget is – that's what the cost of instruction is,” he said. This year, according to Browning, HECC appropriated $4 million in per-pupil funding to Blue Mountain.

Browning said Oregon is far behind other states like Washington and Idaho, where the state government pays for dedicated post-secondary education options in high schools. In both Washington and Idaho, the state pays for the instructors who teach these college-credit courses in the high schools, and it pays for the staff who train teachers, develop courses and coordinate everything on the college’s side.

“In Oregon, we're just doing it all out of hide,” Browning said. “There are ways to do it better.”

Pinkard agreed that overall the deals between colleges and high schools for dual credit aren’t wildly lucrative for the colleges, but he said, they help subsidize the college's other programs, such as adult basic education classes in math and reading that cost as little as $25 per credit at most community colleges. 

“Most of them are not making a helluva lot of money on it,” Pinkard said. “But, there must be some that are making enough, because otherwise they wouldn’t be doing it.

is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Oregon Capital Chronicle maintains editorial independence. Contact Editor Lynne Terry for questions: info@oregoncapitalchronicle.com. Follow Oregon Capital Chronicle on and .

First Lady Dr. Jill Biden said North Carolina is a leader when it comes to providing opportunities for students to earn college credit and connect to careers while still in high school. 

Dr. Biden visited North Carolina April 15 to discuss innovative learning programs, like dual enrollment, that are bridging gaps between the classroom and careers.

The visit is part of President Biden’s .

In his , the president allocated $7.2 billion to establish or expand programs that would allow students to earn postsecondary credits through career-connected dual enrollment while still in high school. 

According to a statement from the Office of the First Lady, “The funds would be provided as matching dollars to states to initiate or expand efforts to spur greater enrollment in dual enrollment programs.”

The First Lady’s North Carolina visit included a stop at where she met with educators and students to learn about the college’s dual enrollment efforts. Following the briefing, Dr. Biden visited Pitt’s biotechnology lab and automotive bay and heard from high school students working toward postsecondary credentials.

Dr. Biden then visited alongside Gov. Roy Cooper.

Before welcoming the First Lady to the podium, Gov. Cooper explained how the state’s dual enrollment program,  (CCP), is a tool to help high school students fast track their education and career goals. “That’s why we’re all here today,” Dr Biden said. “North Carolina has been a leader in providing those (dual enrollment) opportunities and is exemplary in transforming high school into a place that prepares students for jobs.” 

More than across North Carolina participated in CCP during the 2022-23 academic year. 

A showed dual enrollment was up 12% from the previous year. The most notable increase was across the Career and Technical Education (CTE) pathway – jumping 21% from the last academic year. The CTE pathway is often aligned with high-skill and high-demand jobs, providing opportunities for students to learn a variety of academic and technical skills.

After her remarks, Dr. Biden and Gov. Cooper joined a panel of educators and dually enrolled high school students from three North Carolina community colleges to discuss their experiences with CCP. 

Panelists highlighted how CCP is a chance to identify career interests and begin earning college credit that will help them in a future job. The four students on the panel are taking college courses aligned with various careers, including EMT certification, business administration, electrical engineering, manufacturing, and computer science.

The students said CCP has given them opportunities to explore careers and the confidence that they could succeed in a college setting.  

“I can be successful in these types of environments,” said Giovanni Robinson, a dually-enrolled student at GTCC. 

As for connecting students to careers, community colleges are doubling down on their efforts to support students by providing opportunities to become pre-apprentices.

and , both represented on the panel, are among many of the state’s community colleges that are coordinating CCP in ways that meet the needs of industry in their communities. 

is one example of cross-sector partnerships that bring together K-12 districts, community colleges, and employers. It’s an approach that leverages dual enrollment and the state’s apprenticeship program to carve out pathways for students to earn college credit, income, and skilled training. 

In her closing remarks, panel moderator Amy Loyd, assistant secretary for the Office of Career, Technical, and Adult Education at the U.S. Department of Education, thanked the audience and expressed gratitude for the chance to learn from the state. 

“We really are delighted to learn from North Carolina and lift up the great work of your great state as a model and exemplar for all of our country to learn from as we’re thinking about how we create career pathways for all young people,” Loyd said.

North Carolina’s Career and College Promise explained

Career and College Promise (CCP) is a dual enrollment program that allows high school students to take college courses tuition-free in North Carolina. 

CCP includes three pathways: college transfer, career and technical education (CTE), and Cooperative Innovative High Schools (CIHS), which include early colleges. The pathways are structured and provide students opportunities to earn credits that often lead to certificates and associate degrees.  

The state has long been a leader in dual enrollment programs — dating back over 30 years when the first iteration of the program launched.

When CCP was , it was done in such a way that students could earn a credential in less time than would normally be required. And regardless of their path – obtaining a degree, earning college transfer credits, or pursuing a credential to transition to the workforce – students would save time and money, both of which are linked to an increased . 

Research has consistently found that Career and College Promise benefits students, parents, and North Carolina as a whole.

A showed students who participated in CCP had higher high school graduation rates and higher postsecondary enrollment rates than those who did not. The study compared CCP students to a similar group of students who did not participate in CCP over seven years.

Students in college transfer or CTE pathways were 9% more likely to enroll in a North Carolina public college after high school. CIHS students were 27% more likely to enroll in a North Carolina public college after graduating.

The study also found that economically disadvantaged students and those from underrepresented racial and ethnic groups benefited most from CCP. You can read more about CCP below.

Photo highlights

This first appeared on and is republished here under a Creative Commons license.

This summer, Washington’s high schoolers will be able to get an even earlier start on college courses.

That’s because of a bill led by Sen. Brad Hawkins, R-Wenatchee, which expands the state’s popular . Running Start has allowed Washington’s high school juniors and seniors to earn college credit tuition-free since the early 1990s.

Under Hawkins’ measure, incoming 11th graders will be allowed to take college courses and earn up to 10 credits over the summer. The legislation sailed through both legislative chambers and Gov. Jay Inslee signed it into law in late March.

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“I’ve been calling my bill a ‘Walking Start to Running Start’ because it will ease students into their college experience, minimize their debt, and get them a bit closer to earning their degrees,” Hawkins said in March.

The bill goes into effect in June, in time for this year’s cohort of 10th grade graduates to enroll, Hawkins said in an email to the Standard. Hawkins’ local community college, Wenatchee Valley College, is currently working on enrollment forms and other information related to implementing the new law.

Faimous Harrison, Wenatchee Valley College’s president, said the program helps students transition into college in a less intimidating environment and gives them a jump on figuring out a career path.

“When we talk about the value of a degree, one of the concerns is there are so many people who get all the financial debt from going to school and then they can’t find jobs or they’re not interested in that field,” Harrison said.

“Running Start also creates opportunities for early exploration. It also offers opportunities to meet with different people, learn about different fields,” Harrison said.

School districts must also provide information about Running Start summer enrollment opportunities to students and their families under the new law. Students can take part-time or full-time classes and some earn associate’s degrees by the time they graduate high school.

Tuition is covered by the student’s home school district and largely paid for through state funding, although Running Start students may be on the hook for textbooks, transportation and other fees that come with college classes.

The new law is also an expansion of summer Running Start courses, which became available to 11th and 12th graders in 2021 through a state-run . That program showed “promising results:” Participating colleges reported an average completion rate of 90% and an 87% summer-to-fall Running Start retention rate.

is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Washington State Standard maintains editorial independence. Contact Editor Bill Lucia for questions: info@washingtonstatestandard.com. Follow Washington State Standard on and .

In January, the surveyed more than 1,600 public K-12 schools from every state and the District of Columbia — where 53 percent in low poverty neighborhoods said they do a “very good” or “excellent” job preparing students for college and 52 percent said the same for the workforce.

But public school educators in high poverty neighborhoods were lower at 33 and 43 percent respectively.

“If they’re assessing themselves based on the post-graduation success of their students, it makes sense why they feel they’re not doing as well,” said Josh Wyner, founder and executive director of the .

Wyner said the college enrollment rate of high school students from low-income backgrounds is generally less than those from higher income areas, and they end up facing lower wages long-term if they go directly into the workforce.

“While it’s discouraging that schools serving lower income and more diverse students believe they’re not doing as good a job, something they can do about it appears in the study,” he added, noting the correlation between offering more advanced coursework — such as Advanced Placement and dual enrollment — and their perception of how they prepare high school students for the next stage of their lives.

The survey, which serves as part of the latest tracking the pandemic’s impact on public education, asked educators how they viewed their preparation of high school students for college and the workforce on a five-point scale — from “poor” to “excellent.”

About 47 percent said they do a “very good” or “excellent” job preparing students for college and 50 percent said the same for the workforce.

“I hope this data will spark important conversations that lead to improved opportunities for all students,” said NCES commissioner Peggy Carr in a statement.

Here are four things to know about the survey findings:

1. Public school educators in high poverty neighborhoods with more students of color were less likely to say they’re preparing students well for college and the workforce.

The report found public schools in low poverty neighborhoods were more likely to say they do a “very good” or “excellent” job preparing students for college compared to those in high poverty neighborhoods — a difference of 53 and 33 percent respectively.

Statistics were similar about the workforce — a difference of 52 and 43 percent respectively.

The report also found public schools with fewer students of color were more likely to say they do a “very good” or “excellent” job preparing students for college compared to those with a majority — a difference of 57 and 36 percent respectively.

Statistics were similar about the workforce — a difference of 55 and 41 percent respectively.

Wyner said the contrast based on poverty level and the number of students of color comes from the disproportionate access to advanced coursework.

“We’ve known for a long time that AP access is inequitable, but the fact that dual enrollment access is also inequitable…is troubling,” Wyner said.

The study found 73 percent of public schools offered at least one of the following: Advanced Placement, Pre-Advanced Placement, International Baccalaureate or dual enrollment courses.

About 76 percent of public schools in low poverty neighborhoods offered advanced coursework compared to 65 percent of those in high poverty neighborhoods.

But the difference was greater based on the number of students of color.

About 84 percent of public schools with fewer students of color offered advanced coursework compared to 65 percent of those with a majority.

“It’s a little bit of a surprise because [a majority] of those courses are offered by community colleges which are often located in areas that serve high need high school students,” Wyner said. 

“So you would think that those partnerships would be stronger and enable expanded access to advanced courses — but they don’t.”

2. Public school educators with smaller student populations were less likely to say they’re preparing students well for college and the workforce.

Public schools with less than 300 students were the least likely to say they do a “very good” or “excellent” job preparing students for college and the workforce compared to those with a larger population.

Wyner said this is because public schools with fewer students are generally located in less densely populated areas, such as towns and rural areas, with less resources and proximity to other educational institutions.

“Some of this has to do with urbanicity,” Wyner said. “In some communities, economic opportunity is limited…so high school students, no matter how well-prepared, may not readily be able to find a job if they’re staying in these areas.”

3. Public school educators in towns were less likely to say they’re preparing students well for college — but those in cities had similar attitudes for the workforce.

Public schools in towns were the least likely to say they do a “very good” or “excellent” job preparing students for college compared to those in cities, suburbs or rural areas.

But those in cities were the least likely to have the same attitude about preparing students for the workforce.

Wyner said the local economies are likely driving these perceptions — with public schools in towns and rural areas having a higher number of blue collar jobs compared to cities having a higher number of college opportunities.

“The reality is that schools that are in knowledge-based economies, which tend to be centered in cities, will consider themselves more capable of preparing students for a liberal arts education whereas schools in areas with a higher percentage of jobs in agriculture, manufacturing or some of the more blue collar jobs will view themselves as stronger in preparing students for the workforce,” Wyner said.

“There are also many parts of the country that have long traditions of having jobs that don’t require postsecondary training,” he added, pointing to the lingering impact of careers in the automotive, steel mill and manufacturing industries.

4. Public school educators in the Midwest were less likely to say they’re preparing students well for college — but those in the West had similar attitudes for the workforce. 

Public schools in the Midwest were the least likely to say they do a “very good” or “excellent” job preparing students for college compared to those in the Northeast, South and West.

But those in the West were the least likely to have the same attitude about preparing students for the workforce.

“It makes sense why we see a correlation between location, morality and postsecondary and employment opportunities for students,” Wyner said.

“This study should offer guidance to [public schools] to find the right ways to prepare students for college and the workforce…and give them that sense of self-efficacy that they know what’s right for them.”

Hundreds of higher education leaders across the country gathered virtually on Feb. 28-29 for hosted by several North Carolina agencies — the N.C. Community College System (NCCCS), the N.C. Department of Public Instruction (DPI), the University of North Carolina at Greensboro’s , and the national

The conference included more than 30 sessions focused on the benefits of dual enrollment, the need for equity, and strategies to improve and expand programs.

“This is the second conference focused on the role of dual enrollment in unlocking student potential and expanding access to postsecondary education in our state and across the country,” said NCCCS President Dr. Jeff Cox. “We are a leader in the country in dual enrollment, but there’s a lot of interest to expand even further.”

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In North Carolina, dual enrollment opportunities for high school students have existed for more than 30 years. The state’s dual enrollment program, , was created in 2011 to structured opportunities for high school students to earn college credits tuition-free that “lead to a certificate, diploma, or degree as well as provide entry-level jobs skills.”

In recent years, the NCCCS has focused on expanding and strengthening CCP, which includes three pathways: college transfer, career and technical education (CTE), and Cooperative Innovative High Schools (CIHS). The system’s includes high school enrollment as a focus of increasing access and enrollment across the state.

At the same time, participation in dual enrollment programs has increased. Last school year, the NCCCS served over 78,000 students in its dual enrollment programs during 2022-23, Cox said. CCP participation among N.C. high schoolers from 6% in 2014-15 to 12% in 2020-21.

State Superintendent Catherine Truitt said dual enrollment is an important part of student success. She said the community college system is crucial to her work of “improving the state’s public schools, expanding innovation, and ensuring that all students are prepared to be enrolled, enlisted, or employed when they graduate.”

Keynote speaker Dr. Karen Stout, president and chief executive officer of , urged conference attendees to “rethink access” to dual enrollment.

“Dual enrollment is the fastest-growing segment of community college enrollment,” she said. “We must stretch the boundaries of our thinking about the design of our dual enrollment programs and about the range of partnerships we might develop with K-12 partners to help more students thrive — who without these programs, would never have found their way to college in the first place.”

Stout raised a few themes for participants to think about over the two-day conference.

• The importance of CTE pathways to increase equitable access to dual enrollment.
• Aligning dual enrollment programs with other college offerings in a more strategic manner.
• Articulating a shared vision among partners and then creating a work plan to achieve desired outcomes.
• Focusing on equitable expansion. Specifically, Stout recommended creating culturally-focused and community-specific outreach, engaging prospective students earlier, and bringing advising/classes to students.

“Equity must be at the center of the work to strengthen dual enrollment,” she said. “There is much for us to do, and this is important work at a critical moment. Dual enrollment… must become a centerpiece to our equitable student success agenda.”

Here’s a look at some of the main takeaways from the conference. The graphic below also includes an overview of the three CCP pathways in North Carolina.

Impacts of dual enrollment

Overall, data shows positive impacts of dual enrollment, said Dr. Julie Edmunds, the director of the Early College Research Center at UNC-Greensboro’s SERVE.

that CCP programs allow participants to earn postsecondary credentials at higher rates than their peers — with larger benefits for economically disadvantaged students. Edmunds said economically disadvantaged students benefit most in attaining bachelor’s degrees.

Edmunds presented data on college-level credits earned by the end of 12th grade among CCP participants and their peers. You can see that data in the chart below.

“If you don’t see impacts on these college credits, then your program isn’t really doing anything at all,” Edmunds said. “But as you can see from this chart, CCP students earn many more college credits than students in the comparison groups.”

She noted that CIHS involvement has the largest impact on postsecondary attainment among the pathways.

Other benefits of CCP include higher graduation rates and a higher likelihood to earn a credential. That includes any postsecondary credential, certificate, associate degree, and bachelor’s degree.

Among all pathways and credentials, the only negative impact was among CTE participants. Students who participated in CTE were slightly less likely to earn a bachelor’s degree than their peers, Edmunds said.

“This seems to suggest that some students may have been steered away from earning a bachelor’s degree. Is this good, or is this bad?” Edmunds said. “It could be good if students might have learned that their desired career did not require a bachelor’s degree, and therefore they didn’t need to go to a four-year institution. However, we also know that students with bachelor’s degrees earn more over the long haul than students without bachelor’s degrees.”

Rural students also tend to benefit more from CCP participation, Edmunds said.

“(This is) mostly because they don’t have as many alternative options to them for high-level course taking,” she said.

Dr. Holley Nichols presented on benefits for rural students taking dual enrollment math courses.

North Carolina saw a 45% increase in math dual enrollment courses taken between 2017 and 2022, according to the Belk Center’s research.

“We really saw this incredible uptick that was much sharper than overall engagement in dual enrollment, in math,” said Nichols, the Belk Center’s associate director of research and evaluation.

The center analyzed participation in math dual enrollment courses across the state, focusing on highly transferrable courses like statistical methods, pre-calculus/algebra, and calculus.

They found that math dual enrollment participation was roughly 25% across the board in Tier 1 counties, as . Each year, the department ranks counties on their economic well-being, with 1 being the most economically distressed and 3 being the least economically distressed.

In rural counties specifically, the rate of participation in math dual enrollment was often higher. This could be due to generally higher rates of math teacher vacancies in rural areas, Nichols said.

In some counties, the rate of math dual enrollment participation was up to 50%, Nichols said.

“In rural areas, the importance of these math dual enrollment classes cannot be underestimated,” Nichols said. “For a lot of these high schools, that is the chance to take upper-level math.”

Despite all the benefits CCP offers, access to dual enrollment is not equitably distributed, conference speakers said. Here is a look at what research says about increasing the equity of dual enrollment.

Equitable expansion

While dual enrollment is particularly beneficial for economically-disadvantaged students, gaps exist in participation and attainment. Those gaps vary across dual enrollment pathways, speakers said, but generally impact Black, Hispanic, and male student populations.

In the college transfer pathway, Edmunds said an additional gap exists among economically disadvantaged students.

Many gaps exist because colleges are not intentional about outreach, she said.

“When you just sort of make an opportunity available to people, who are the people who are going to take advantage of that?” Edmunds said. “Well, they’re going to be the people that are already super motivated… or their parents are super motivated. People who come with all of those inherent supports and advantages, those are going to be the people who are going to take advantage of it first.”

Conference speakers, including Edmunds, emphasized several strategies to advance equity in dual enrollment: the importance of strong K-12 partnerships, academic and non-academic supports, and early career/academic exploration.

Edmunds also shared several recommendations on expanding access to dual enrollment, included below.

Sarah Griffin, a research associate with Columbia University’s , shared the center’s equity framework, dual enrollment equity pathways (DEEP).

DEEP is “a research-based framework for rethinking dual enrollment as a more equitable on-ramp to college programs of study that lead to family-supporting, career-path jobs for students who might not otherwise pursue education after college,” per

“In general, the expansion of dual enrollment has been really positive for students and communities,” Griffin said.

However, in addition to gaps in access, some dual enrollment programs also lack structured guidance for students. Griffin said the DEEP framework seeks to mitigate both challenges.

“So the DEEP research was motivated by our interest in understanding who was getting access to dual enrollment,” she said. “But also what were students getting access to, in terms of their dual enrollment programs and how they were being implemented.”

Here’s a look at the main components of the DEEP framework:

Leaders from Ohio’s and also presented on their efforts to address food insecurity among dual enrollment students.

“Why should we address food insecurity among dual enrollment students?” asked Columbus State K-12 Partnerships Director Kimberly Connell. “Because when students don’t have access to adequate food, it impacts their concentration, their memory, their mood, and their motor skills. Those are things that are all important for students to be successful.”

In fall 2021, the college started a lunch card distribution program to address food insecurity. Students who take in-person courses are eligible to receive lunch cards based on the number of days they are on campus for class.

Presenters said the program has addressed an important need. During the first year of the program, the college distributed 309 lunch cards to 10 students, per the presentation. By fall 2023, that amount increased to 1,088 lunch cards to 48 students.

“Students cannot achieve self actualization if their basic needs are not met,” Connell said.

Speakers lifted up a number of other strategies for increasing equity in dual enrollment, listed below.

• Build resources for under-resourced schools with the most limited capacity.
• Invest time and resources.
• Strengthen and streamline dual enrollment processes.
• Promote student success once students have enrolled in courses.
• Attend community and school events to explain the opportunities of dual enrollment, and market that message well.
• Prioritize authentic connections between staff and students, which requires capacity and strong team vision.

Dr. Jason Taylor, an associate professor at the University of Utah’s Department of Educational Leadership, stressed the importance of program vision and planning.

“We really need to be looking at the relationship between design and outcomes,” Taylor said. “How we design our programs and the purpose of our programs matters quite a bit in terms of what we might need to consider for equitable outcomes.”

Lessons from early colleges

Throughout the conference, several panels and speakers highlighted the strengths of the early college model.

“The early college is a really great setting to explore these other ideas about how to support students in dual enrollment courses more effectively,” said Dr. Julie Edmunds, with the Early College Research Center.

In North Carolina, early colleges fall under the pathway, which also includes middle colleges and STEM and career academies. CIHS students account for 31% of those enrolled across the three CCP programs in the state.

In order to address equity gaps in dual enrollment,  states that schools must target one of the following three student populations:

1. First-generation college students.
2. High school students who are at risk of dropping out.
3. High school students who would benefit from accelerated instruction.

Nationally, there are about 1,100 early colleges, according to research presented by . That research identifies North Carolina as a national leader of early college programs, . Here’s a map of those programs across the state.

RTI Senior Research Education Analyst Dr. Elizabeth Glennie said early colleges can help mitigate barriers to college. Glennie discussed financial, academic, cultural, and logistical barriers.

Early colleges help prepare students for the rigor and culture of college. They also provide support in applying for college, which is particularly important for first-generation students. Perhaps most importantly, Glennie said, early colleges provide students with college courses for no cost.

Dr. Frank McKay, an education consultant with RTI, spoke about the characteristics of early colleges.

In North Carolina, early colleges have a cap of 100 students per grade. N.C. early colleges serve students in grades 9-13, which allows students to remain in school for a fifth year to earn their associate degree.

“If you’ve seen one early college, you’ve seen one early college, because they’re such unique implementations,” McKay said. “The kind of sweet spot and secret of success is the combination of the rigorous (college) program and curriculum, tied with really strong student supports.”

Principal Matt Bristow-Smith spoke about how to help dual enrollment students succeed.

“One of the way you grow programs is by creating something successful that people want to be a part of, and that they can see themselves in,” Bristow-Smith said. “Giving folks hope and inspiration is really important, and someone needs to be the ‘moral cheerleader’ of your school… And the second piece is you need to have a plan for folks.”

Lisa Cummings, principal of , said “intentional supports” are crucial for student success.

Wake Early College of Health and Sciences opened in 2006 as the first early college in Wake County and focuses on careers in health sciences. Seventy percent of the school’s students are first-generation students or from underrepresented backgrounds.

Last year, 80% of their graduates were accepted and planned to attend four-year universities, Cummings said.

Here are other student success strategies Cummings shared:

• Strategic advising, front-loaded when students first arrive.
• Purposeful scheduling.
• Targeted courses.
• Interventions inside and outside the classroom.

Future research, work

Keynote speaker Dr. Karen Stout left conference attendees with several questions on which to reflect:

• Does dual enrollment help the many, many students who aspire to transfer into a bachelor’s program, but never do?
• Do our programs lead not only to good, in-demand jobs, but also put students on a pathway to a meaningful career over the long-term?
• Do our programs have positive social, economic, and cultural impacts on our communities?

Speakers also lifted up the need for strong data collection and reevaluation of programs.

The Early College Research Center is researching the impact of dual enrollment on employment and earnings, Edmunds said, and how the pandemic impacted students’ postsecondary choices and performance.

On Thursday afternoon, attendees also heard about the role of policy and legislation in dual enrollment expansion.

Those panelists emphasized the need for strong data, design, and partnerships. They also cautioned against broadly expanding all programs and advocated instead for focusing on impactful programs and practices.

Finally, the panel encouraged conference attendees to remain engaged in the policy conversations in their prospective states.

“We’re at a critical point,” said panel facilitator Dr. Joel Vargas, vice president of . “So we really need all of you champions out there.”

Everyone has a leadership role to play, Achieving the Dream’s Nick Mathern said during the conference’s closing remarks. It will take all stakeholders to reach educational attainment goals and close equity gaps, he said.

“Talk to the students and families in your community about what the value proposition for higher education looks like to them,” said Mathern, Achieving the Dream’s executive director of K–12 partnerships. “I’ve been inspired by the excellent work shared by so many of you around the country. And I’m eager to see what the collective impact of our continued work will be.”

Starting the week of March 4, you can view session recordings on after creating an account. After 30 days, those recordings will be moved to YouTube, under the handle @DE24DualEnrollmentConference.

This first appeared on and is republished here under a Creative Commons license.

Eighty-nine Connecticut school districts will receive thousands of dollars of additional funding to expand their dual credit programs, which offer students both high school and college credit, state officials announced Tuesday morning.

“I think what we’re trying to do with these dual [credit programs], or trying to do with internships, and what we’re trying to do with apprentice programs … is we’re trying to make education real and give it a sense of purpose for young people,” Gov. Ned Lamont said. “[These courses can] give a sneak preview of what happens next, in terms of confidence and sense of direction.”

About $3.8 million  among the chosen districts, with most of the funding designated to those that serve high percentages of students of color, including Bridgeport, Danbury, East Hartford, Hartford, New Haven, Norwalk, Waterbury and CREC Magnet Schools, which received $90,000 grants each.

“It’s really about increasing access for all students. I think there are clearly disproportionalities in terms of students of color and students from low-income families, so our grant program that we have launched now is focused explicitly on not just increasing participation but losing those disparities as well,” said Ajit Gopalakrishnan, the chief performance officer for the state’s Department of Education. “The grant program helps with defraying district planning costs and works with institutional direct partners to make the work happen. … Long term, we do need to think about, as a state, supporting the costs involved, even though the costs are minimal for some families.”

Earlier this year, the CT Mirror reported how students of color were being , another type of class that offers college credit if students pass a test at the end of the year. Experts, who said the disparities are often exacerbated in the same classroom or school because of school climate or systemic structures, also said college-level classes could become more equitable by shifting from AP into more dual-credit classes.

Three students interviewed at the time, all recent graduates of Wilby High School in Waterbury, said they weren’t offered dual credit courses at their school.

On Tuesday, Gopalakrishnan said “almost all” high schools “have some availability” of dual-credit courses through partnerships among the education department, individual high schools and UConn and CT State, but was unable to immediately answer how many didn’t offer these classes. 

At least 17 schools have suppressed data on the number of students who earned at least three college credits through dual enrollment during the 2022-23 school year, according to state data. Data is typically suppressed for confidentiality reasons because the number of students participating is low. 

Wilby was one of those schools. 

Other high schools like New Milford High only had seven of 602 upperclassmen, or 1.2%, obtaining at least three college credits through dual-enrollment.

Some schools in districts that are expected to receive funding like Danbury High School, Hartford Public High School and Brien McMahon High School in Norwalk reported under 10% of students were receiving college credit through dual-enrollment. 

Meanwhile, in other districts, like Colchester, Weston and Westport, the rate is around 82%.

In Ansonia, where about 40% of the high school’s upperclassmen earned three college credits or more, Superintendent Joseph DiBacco attested to the impact of those courses.

“Just last year, the senior class at Ansonia High School had 900 university credits they acquired,” DiBacco said at the state’s press conference Tuesday.

DiBacco was joined by two students, both of whom said they began taking these courses when they were underclassmen.

“I feel really prepared for college, and I really think that gave me a step forward,” said Paul Palmer, a senior at the high school. “It also saves a lot of money, and that’s my main focus. … I wouldn’t be able to do that without all of these partnerships.”

The state said grant funds are expected to be used mainly for:

• Stipends for high school teachers and college faculty to create course work that lines up with college expectations;

• Tuition reimbursement for high school teachers who need to complete additional training to teach these courses;

• Purchasing additional equipment for fields like health care, technology, etc.;

• Developing strategies to engage more students and explain “the benefits of earning college credit,” including saving money and skipping general education courses.

This story was originally published in