Dual enrollment can be an integral part of a student’s postsecondary path. However, Black students have less access to these programs and enroll at much lower rates than their White peers. According to a Community College Research Center and Aspen Institute report, 12 percent of White students take dual enrollment courses. In comparison, only 7 percent of Black students participate in these programs. At Compton College, where 30% of our enrollment is from dual enrollment, 77% are Latinx, and 9% are Black. As community college enrollment declined due to the pandemic, dual enrollment has increased, making it no better time than now to act. For the 2023-2024 year, Compton College will launch a new enrollment campaign called “12-in-4” to encourage local 9-12 graders to complete 12 units of college-level coursework in four years.
Not only does dual enrollment positively affect college enrollment, degree attainment, and early labor market earnings, researchers have found that these effects are more substantial for Black, Indigenous, and People of Color (BIPOC) students[1]. Addressing this gap is crucial for Black students’ success and eliminating college access and completion gaps.
Since dual enrollment programs are partnerships between two systems, K-12 districts and higher education institutions, state policy needs to work to connect the two in addressing equity gaps. Even in states where dual enrollment policies are most robust, disparities still exist, and Black students continue to face barriers. The barriers include the registration process, access to student support services, and the potential impact on student’s future financial aid. As stated by Sara Goldrick-Rab, Senior Fellow, Education Northwest and Founder of Hope Center for College, Community, and Justice:
“Right now, dual enrollment may be higher stakes for students than we realize. The grades they earn show up at the college and are counted towards the assessment of Satisfactory Academic Progress (SAP) for financial aid eligibility. Until dual enrollment credits are eliminated from SAP calculations, this will continue to be a problem.”
We must work with the federal government to direct higher education institutions to exempt dual enrollment courses from the SAP calculations for financial aid. Finally, community colleges should publicly share dual enrollment outcomes data at the course level, and the data should be disaggregated by race. In closing, as more states begin to consider more robust dual enrollment policies, the needs of Black students and equity needs to remain top of mind for unapologetic leaders.
References
1. Henneberger, A. K., Witzen, H., & Preston, A. M. (2022). A longitudinal study examining dual enrollment as a strategy for easing the transition to college and career for emerging adults. Emerging Adulthood, 10(1), 225-236.