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ERIC Number: ED533755
Record Type: Non-Journal
Publication Date: 2012
Pages: 2
Abstractor: ERIC
Reference Count: N/A
Dual Enrollment for All: Reasons and Ways to Make It Work. Lessons for Educators and Administrators from the Concurrent Courses Initiative
James Irvine Foundation
A three-year study tracking outcomes for approximately 3,000 students across California shows that career-focused dual enrollment programs can provide important benefits for those who are underachieving and underrepresented in higher education. Dual enrollment, which allows high school students to take college courses and earn college credit, was once geared primarily toward high-achieving students seeking greater academic challenge. The Concurrent Courses initiative comprised eight programs involving 10 colleges and 21 high schools across California. Among participating students, 60 percent were students of color and 40 percent came from non-English speaking homes. Extensive evaluation shows that program participants, compared with other students in their districts, were: (1) More likely to graduate from high school; (2) More likely to transition to a four-year college rather than a two-year college; (3) Less likely to take basic skills courses in college; (4) More likely to persist in postsecondary education; and (5) Accumulating more college credits. This paper presents program recommendations from the Concurrent Courses initiative. [For the main report, "Broadening the Benefits of Dual Enrollment: Reaching Underachieving and Underrepresented Students with Career-Focused Programs. Insight," see ED533756. For related report, "Dual Enrollment: Helping Make College a Reality for Students Less Likely to Go. Recommendations for Policymakers from the Concurrent Courses Initiative," see ED533753.]
James Irvine Foundation. 575 Market Street Suite 3400, San Francisco, CA 94105. Tel: 415-777-2244; Fax: 415-777-0869; email:; Web site:
Publication Type: Reports - Descriptive
Education Level: High Schools; Higher Education; Postsecondary Education
Audience: Teachers; Administrators
Language: English
Sponsor: N/A
Authoring Institution: James Irvine Foundation
Identifiers - Location: California