This document addresses the issue of dual enrollment as a means for addressing educational inequities. Though progress has been made in the last four decades, it still remains true that race, income, and family educational background are indicators of success in higher education. First generation college students are about twice as likely as those with college-educated parents to withdraw from a four-year college before the second year. Upper income students are seven times more likely than low-income students to earn a Bachelor's degree by age 24. African Americans, who represent 16% of the 15-18 year-old population, earn only 10% of all Associate's degrees. Hispanics, who constitute 14% of that population, earn only 7% of Associate's degrees. Only 18% of African Americans and 10% of Hispanics earn a B.A. by age 29, compared to 34% of whites. Additionally, minority students are often concentrated in the 40% of high schools that do not offer advanced placement (AP) classes. This paper examines whether or not underrepresented students are earning college credits in high school, and the implications of dual enrollment for education and policymakers. The author also examines blended institutions: middle colleges and Early College High Schools. In these hybrids, the high school and college experiences are combined, and they are integrated socially and intellectually. (NB)