Ready, Set, Launch Baseline Academic Outcomes for Students Participating in Dual Enrollment for Equitable Completion Partnerships Compared to Their Peers, 2015 – 2020

Authors

Rogeair D. Purnell
Darla Cooper
Kelley Karadjeff
Diane Rodriguez-Kiino

Abstract

The opportunity to complete college coursework during high school has been associated with positive secondary and postsecondary academic outcomes. Students who complete these courses report inspiration to complete high school, new knowledge and skills related to persisting, confidence, and an increased readiness to succeed in postsecondary coursework. Numerous studies have highlighted how dual enrollment access and success for historically underrepresented students on college campuses is necessary and, in some cases, fruitful in increasing equitable representation, access to, and success in postsecondary education. This study presents the high school and college outcomes for students participating in dual enrollment programming offered by ten California K12 and community college partnerships compared to a group of non-dually enrolled peers. Findings suggest that before the launch of a three-year initiative, first-generation, African American/Black, and Hispanic/Latina/o/x students from these selected partnerships who complete college coursework were more likely to graduate high school, have higher high school GPAs, and were more likely to persist, even during the COVID-19 pandemic, and succeed in their first-year college coursework.

Recommended Citation

Purnell, Rogeair D.; Cooper, Darla; Karadjeff, Kelley; and Rodriguez-Kiino, Diane (2024) "Ready, Set, Launch Baseline Academic Outcomes for Students Participating in Dual Enrollment for Equitable Completion Partnerships Compared to Their Peers, 2015 – 2020," Concurrent Enrollment Review: Vol. 2, Article 4.
DOI: http://doi.org/10.14305/jn.29945720.2024.2.1.2
Available at: https://surface.syr.edu/cer/vol2/iss1/4