Survey: Supporting URM Students in Dual Enrollment

The number of high school students participating in dual enrollment (DE) has grown over the past three years, and high school students now make up a large share of undergraduates enrolled in higher education, according to data from the National Student Clearinghouse Research Center. Not all students are taking advantage of dual-enrollment opportunities, however, with prior research showing equity gaps in participation.

A new study from the Community College Research Center at Columbia University’s Teachers College explores barriers to participation in dual enrollment among historically marginalized students and ways to better support them.

“Efforts to improve DE should take account of the experiences of underserved students to ensure that DE programming meets their needs and the needs of all students,” brief author Aurely Garcia Tulloch writes.

Through interviews with high school students, CCRC identified six key themes where Black, Hispanic and low-income high school students—also called underrepresented minorities, or URM—want additional support in successful completion of dual enrollment courses.

The findings: In interviews, students shared that they want:

• To know about DE options earlier. Some students learned of DE from friends or family, but many from marginalized backgrounds are not as likely to receive information on dual enrollment, or they learn about it late in their high school careers. Delayed awareness reduces the number of credits interested students could complete and their familiarity with navigating higher education systems, both factors that can promote completion and success.
• Advisers who are well-informed and empowering. Most interviewed students had positive experiences with their advisers, but some were discouraged from taking specific courses because other students had performed poorly in those courses.

• DE courses aligned with career and academic pathways that interest them. Many students aimed for a credential or were hoping to transfer credits to a bachelor’s degree and wanted relevant advising and support to do so.
• Engaging learning experiences in online courses. All interviewed students completed courses exclusively online, due to limited numbers of DE instructors at the high school or a lack of transportation to the local college. Students felt the courses were not as impactful in the online setting.
• How to balance high school and DE courses. Students shared it was a challenge to weigh the personal experiences associated with being in high school and college, such as spending time with friends or participating in activities, with the goal of early graduation or a low-cost college education.
• How to manage the financial burden of college. After completing their dual enrollment credits, students have questions about how to reduce student loan debt or pay for college.

So what? Colleges, universities and partner high schools can learn from students’ feedback to improve processes and take the following actions:

• Increase communication about DE. Higher education institutions can conduct early outreach to elementary and middle schools and invest in media advertisements to increase community awareness of the courses. Dedicating a school day to academic and career advising can also help current and prospective DE students.
• Address misconceptions about DE. Some students may feel as though dual enrollment is not applicable to them because of their academic skill set. Staff and advisers can help students understand the rigor of DE and testing requirements, not as barriers but as opportunities for growth.
• Improve advising processes. Staff training on dual enrollment can address internalized biases around who can succeed in dual enrollment and make approaches more inclusive.

• Provide career support. Creating college program plans that align with students’ academic and career goals can help students see how dual enrollment can impact their future plans. A student success course for dual-enrollment students can provide career mapping and encourage thoughtful decision-making among students.
• Improve online pedagogy. Implementing engaging and effective online course strategies can improve student outcomes. Faculty members should consider using technology to connect with students, such as handheld mikes or 360-degree cameras, as well. High schools can also support online learning by dedicating classroom space to completing online coursework with help from a staff member.
• Emphasize extracurriculars for DE participants. Clubs or student-led organizations at the high school can provide a forum to connect DE students to share experience. Students should also be made aware of college-level activities they can participate in.
• Make information readily available. Details around the trade-offs of participating in dual enrollment and the costs of transferring credits across state or institutions can help students and families make informed decisions about dual-enrollment processes.
• Promote financial wellness. To continue students’ college careers, schools should highlight scholarship opportunities, devote classroom time to discussing financing options and encourage students to choose debt-free college options.

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