This chapter examines the experiences of five high school students previously enrolled in dual enrollment courses, and discusses the perceived benefits and disadvantages of these experiences from the student perspective.

This chapter contextualizes and extends the previous chapters by addressing the intertwined issues of structural systems reform and college completion, as well as the role dual enrollment can play in ensuring equitable postsecondary outcomes for underrepresented students.

Career and technical education concurrent enrollment may pose unique challenges in programming and enrollment for program administrators, and this chapter describes the experiences and challenges of a CTE concurrent enrollment administrator.

This chapter reports results from a national policy study that examined state dual credit policies and how state policies address the quality of dual credit courses.

This chapter investigates the consequences and implications of dual enrollment policy diversity on operating dual enrollment programs in the two states of Ohio and Virginia.

Policy, financial, and transportation barriers have limited participation in dual enrollment for marginalized (low-socioeconomic, first-generation, and ethnic minority) students in Oklahoma. This chapter presents a collaborative effort by education and community leaders that has successfully eliminated these barriers and increased the number of…

Emerging early college models are providing opportunities for high school students to accrue college credits and experience themselves as successful college students. The states of Michigan and New York are at the forefront of state-level efforts to offer early college models to a wider range of high school students. This chapter features early…

The purpose of this chapter is to describe teacher, counselor, and principal perceptions of a concurrent enrollment program collaboratively administered by a large, Midwestern community college and area high schools. Data come from surveys sent to these stakeholders as part of concurrent enrollment program accreditation through National…

This chapter presents the results of a study that investigated faculty members' views on the level of academic rigor in three settings at one community college: dual enrollment, accelerated programs, and standard community college courses.

This chapter tells a story of course reform, describing in a fresh and candid way the steps taken toward change and the results achieved. The authors emphasize that instructors need considerable support in order to teach differently, as well as underscore the need to consider scalability of reform even at the pilot stage.

This chapter describes how the authors are using data and professional learning to mobilize change in developmental English and mathematics curricula and pedagogy across multiple community colleges in California.

This chapter defines the integration of academics and student support services and offers examples of models and strategies from colleges nationally.

This chapter describes a promising new approach to teaching developmental arithmetic and prealgebra, and presents research findings that demonstrate how a faculty support network helped instructors adopt new teaching strategies and gain confidence in teaching the reformed course.

This chapter describes the University of Hawaii's work to develop an online navigational tool that helps students develop and execute their educational plans, and assists colleges with ensuring that they have the capacity to meet students' needs.

This chapter reports on a major college-wide effort to smooth students' paths as they enter the college, choose a program, and progress to a credential. Leadership, inclusiveness, and communication have been central to the success of the effort.