Dual enrollment

A study on students in dual enrollment where participants were given pseudonyms and interviewed on their thoughts on what dual enrollment offered revealed some positive and some negative themes that appeared across the interviews.[13] Among the positives, students mentioned “exposure, learning the hidden curriculum, and independence and freedom.”[14]

Students further explained each theme during their interviews. Exposure referred to the general atmosphere of the college experience. Students were able to become more comfortable with being in a college setting and were more prepared for attending college once they graduated high school. “Learning the hidden curriculum” referred to students learning that college was not just about learning the material a class was teaching them. They also needed to learn study habits, how to ask professors for help, and other beneficial student practices, all of which contrast to high school experiences. A student (whose pseudonym is Carmen) noted that high school teachers tend to hold the student's hand and give them as much help as they can. This contrasts to college professors who only help students when asked to do so. “Independence and freedom” was often used by the students to describe themselves overcoming fear and maturing. Most students explained how they had much more freedom and often thought to themselves “I can do whatever I want.” These students then realized the consequences of doing whatever they felt like, and learned from their mistakes, and learned. One student even reflected on the actions of her past and said, “I feel so disrespectful now, now that I think about it.”[14]

The students did not have only positive things to say about dual enrollment. Three themes were found in their interviews: “issues in credit and grades, negative interactions with others, and limited support systems.”[14]

The biggest problem brought up by students was “issues in credit and grades.” Students often lamented how their grades in college classes would affect their overall high school transcript and quite often result in a lower GPA.[15] They were worried how it would affect their acceptance rate in other colleges later on. “Negative interactions with others” was described by students with how they were treated. The students felt cast out as many college students would treat them differently and would even get remarks that made them felt threatened. The dual enrollment students reflect on their past actions might have warranted such treatment as Roger says, “we weren't very mature.” The final negative theme – “limited support systems” – stems to both the college and the high school. Students described that, once enrolled in dual enrollment, their high school counsellors and other faculty seemed to work with the students less. They felt like they were no longer a part of the general group of the high school. In the college setting, where they were expected to know material from courses they may have not taken yet. The college tutoring sessions were held during times that the dual enrollment students could not make. As Alicia says, “I didn't feel like an actual student.”[14]

A survey taken by teachers, counselors, and principals from 35 high schools was held to learn the opinions of faculty on dual enrollment (the term concurrent enrollment was used in the study). When asked how the school was impacted, the responses were positive all around. Many of the responses focused on students being able to earn college credit and be introduced to a college atmosphere. When asked how the students were impacted, most of the responses were positive as well, except the survey item “the student considered for the first time going to college.” Many respondents were neutral with only 35% agreeing. Students were thought to have already planned to move on to college before trying dual enrollment. The faculty commented on how dual enrollment gave students the opportunity to gain college credit. Teachers focused on how the increased difficulty of college courses prepared them for later. Counselors and teachers both noticed personal gains in students as well. Students had an increase in confidence and were willing to participate in more challenging studies.[14]

Although dual enrollment generally has a positive success rate in relation to college enrollment and completion, the results for low-income students and students of color displays a major difference. As a whole, college completion rates among dual enrollment students and non-dual enrollment students is higher at 22 percent as well as college enrollment rates being 34 percent higher. When looking exclusively at dual credit students of color enrollment and completion rates compared to non-dual credit the numbers show an obvious positive outcome with a 26 percent higher enrollment rate and 14 percent higher completion rate. Looking at those success rates against the success rates of other students researchers found a gap ranging from 4 to 8 percent. A study that took place in Florida was able to combat these results with their own when they found the number of dual credit students of color and non-dual credit to enroll and complete college was both equal.[16]

A University of Connecticut study (2016) indicated that students in middle-income and lower-income family quartiles had higher participation rates in concurrent enrollment programs than students in higher-income family quartiles. One attributing factor for these findings is that an increasing number of first-generation students and middle income families see the value of high-access low-cost opportunities because attending college is still aspirational and not guaranteed for students in these groups.[17] Concurrent and dual enrollment programs that waive or reduce fees to students participating in the Federal Free & Reduced Lunch program can positively impact participation rates for these students.