Research tells us that high school students who take college
courses while they are still in high school benefit from the
experience in both systems. To capitalize on the benefits of this
dual enrollment, California and other states have moved to
increase high school students’ access to college courses.
Researchers from the
Lab (UC Davis) have matched high school and
community college datasets to provide a clearer picture of
college course-taking among California public high school
A Strong Start for College (Wheelhouse, CA EdLab, PACE)
shows that dual enrollment participation remains unequally
distributed across racial and socioeconomic subgroups and
geography. It also reveals new evidence about the potential of
early access in 9th grade to close equity gaps in
participation. Additional findings indicate that:
Participation in 9th-grade dual enrollment, largely through
formalized partnerships between high schools and community
colleges, is more equitable by race and socioeconomic status.
Opportunities for dual enrollment vary widely by county,
community college district, and local education agency
Dually enrolled high school students are taking courses in a
wide variety of subject areas.
Robust partnerships and intentional placement of students has
strong potential to increase equitable access to higher