Rethinking Dual Enrollment as an Equitable On-Ramp to a Career-Path College Degree Program after High School

Autor/inn/en	Fink, John; Jenkins, Davis
Institution	Columbia University, Community College Research Center (CCRC)
Titel	Rethinking Dual Enrollment as an Equitable On-Ramp to a Career-Path College Degree Program after High School
Quelle	(2023), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Dual Enrollment; Career Readiness; High School Students; Program Effectiveness; College Attendance; At Risk Students; Disproportionate Representation; Access to Education; Outreach Programs; Alignment (Education); Postsecondary Education; Career Exploration; Educational Quality; Community Colleges; Racial Differences; Ethnicity; Elementary Secondary Education; Low Income Students; First Generation College Students; English Language Learners; Students with Disabilities + Suchen Sie Ihr Suchwort? Doppelstudium; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Education; Access; Bildung; Zugang; Bildungszugang; Jobcoaching; Post-secondary education; Tertiäre Bildung; Berufserkundung; Quality of education; Bildungsqualität; Community college; Community College; Rassenunterschied; Ethnizität; Disability; Disabilities; Behinderung
Abstract	Dual enrollment (DE), in which high school students take college courses and earn both high school and college credit, has great potential to help make the high-school-to-college transition more effective and equitable--and to do so on a large scale. There is strong evidence that DE improves academic outcomes for students, including completing high school, enrolling in college, and completing college degrees. Some of the most compelling evidence comes from research on the impact of Early College High Schools (ECHSs), but these schools operate on a smaller scale than less intensive models of à la carte dual enrollment. The vast majority of high school students participating in DE take à la carte courses on a college campus, online, or in the high school. While there is evidence that this type of DE coursetaking benefits students, students of color, English learners, and students with disabilities are underrepresented in DE overall, and the laissez-faire approach to à la carte DE tends to exacerbate equity gaps in the high-school-to-college-transition. In this report, the authors present dual enrollment equity pathways (DEEP), a model for rethinking dual enrollment as a more equitable on-ramp to college degree programs that prepare underserved students for well-paying, career-path employment in their 20s. The authors draw on emergent efforts by early adopter institutions of whole-college guided pathways reforms and on additional research to outline and describe support for the DEEP model's four areas of practice: (1) outreach to underserved students and schools; (2) alignment to college degrees and careers in fields of interest; (3) early career and academic exploration, advising, and planning; and (4) high-quality college instruction and academic support. The DEEP model reflects a shift in mindset from conventional thinking about DE to a more strategic approach that requires significant changes on the part of both colleges and high schools. The authors conclude by pointing to growing incentives and opportunities for colleges, schools, and state systems to implement DEEP practices at scale and by identifying costs associated with DEEP implementation. [For the companion report, see ED631297.] (As Provided).
Anmerkungen	Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://ccrc.tc.columbia.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01