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This research examine participation in a dual enrollment program and a student's race and socioeconomic status. In addition to examining the college retention and graduation rates (student success) of dual and non-dual enrolled students, this study looked at potential race and socioeconomic disparities.

A quantitative ex post facto research design using logistic regression was used to analyze data from the University System of Georgia (N = 28,664) to determine the relationships between participation in a dual enrollment program, students' race and socioeconomic status and their retention and graduation.

Findings from this quantitative study indicated that the predictor variables dual enrollment participation, race and socioeconomic status were significant in predicting retention and graduation outcomes.

This study adds to existing research indicating that students from different races and socioeconomic statuses, who participated in a high school dual enrollment program, are being retained beyond the first year in college and graduating at higher rates than non-dual enrolled students.

During 2016–2020, the number of high school students enrolled at Georgia postsecondary institutions increased by over 110% and public spending on dual enrollment more than doubled (Georgia Student Finance Commission, 2020). Benefits to dual enrollment students include improved college performance and shorter time to graduation (An and Taylor, 2015; Blankenberger et al., 2017), which translates into significant tuition cost savings and higher potential wages (Partridge et al., 2020). In light of these economic benefits, this paper examines the subject-taking patterns of dual enrollment students and factors associated with successful outcomes.

The authors analyzed longitudinal records of 1,931 dual enrollees at a public, four-year institution in metro-Atlanta during and between the 2015–16 and 2018–19 academic years. They performed a descriptive analysis, partial least squares structural equation modeling and regression analysis to examine the relationships between subject enrollment patterns, academic success and student demographics.

Female students fair better academically as dual enrollees than male students. Black students enroll in fewer and less varied courses. The same is true for students from more affluent neighborhoods, who may feel less need to take advantage of dual enrollment as a pathway to collegiate success. Neighborhood affluency does not appear related to dual enrollment success. Younger dual enrollment students, unsurprisingly complete more courses but do no better or worse academically in the average course. Some academic subjects are much more strongly related to the longevity of a student's dual enrollment than others.

There is limited published research on specific subject-taking patterns and success for dual enrollment students.

The aim of this study is to determine what pre-college characteristics predict college success for students of color enrolled within science, technology, engineering and mathematics programs, as measured by cumulative grade point average (GPA) after three years of initial enrollment.

To increase the generalizability by avoiding a single-year focus, the sample includes 954 first-year students entering one predominantly White research university during Fall 2010, Fall 2011 and Fall 2012 (Allen and Bir, 2011); GPAs were collected following three years of initial enrollment. IBM statistical package for the social sciences (SPSS) Statistics 22 was utilized to conduct correlation and multiple linear regression analyses.

Within all conditional models, after controlling for multiple variables, the number of advanced placement (AP) credits, standardized test scores and specific type of high school GPA were significantly related to cumulative college GPA after three years of enrollment. However, when multiple forms of high school GPA were included within a full model, only the number of AP credits and standardized test scores remained statistically related to cumulative college GPA. Further, high school core GPA is more strongly correlated with cumulative college GPA after three years of enrollment than overall high school GPA, high school science GPA and high school mathematics GPA.

This study adds to prior research by identifying that high school core GPA is an important predictor of college success and that the cumulative effect of enrollment within AP credits may be more beneficial than the cumulative effect of involvement within dual enrollment courses.

This study examines how English teachers use culturally relevant pedagogy (CRP) to support postsecondary readiness for underrepresented students in the context of dual credit (DC) coursework in the USA. Postsecondary readiness, termed “college readiness” in the USA, refers to the skills and knowledge students need to succeed at a university. DC courses are university-level classes delivered to high school students through partnerships with postsecondary institutions, most often two-year community colleges. The purpose of this study is to highlight practices and institutional conditions that enable English instructors to foster postsecondary opportunity for all.

Using an interpretive approach, this qualitative study analyzes data derived from in-depth interviews with five community college English instructors who teach DC to diverse high-school students and who apply CRP in their classroom practice.

Findings reveal that instructors used culturally relevant approaches not only to help students access dominant college-ready skills, but also to reimagine what constitutes college readiness to begin with. Instructors also took advantage of their unique positioning as postsecondary instructors working with secondary students, leaning on academic freedom to push boundaries with their curriculum.

This study shows how English instructors are uniquely positioned to enhance university preparation and build a more inclusive vision of postsecondary readiness for all students. The study also highlights institutional conditions, such as teacher autonomy, pedagogical training and administrator support, that can promote culturally relevant postsecondary preparation in English classrooms.

The purpose of this column is to examine the environment by which secondary students can avail themselves of college library resources when they are enrolled in a dual enrollment program.

This column presents the literature review and commentary on this topic that has been addressed by professionals, researchers and practitioners.

Colleges present the dual enrollment opportunity to secondary school students as an educational “entitlement”. An additional benefit is providing access to supplementary instruction and research materials through college library services, thus highlighting the college’s library resources as critical to the teaching and learning process.

The value in addressing this issue is to acquaint the reader with several examples of the manner by which the college library can benefit secondary school students enrolled in college courses.

This chapter recounts the story of the Regional Learning Collaborative (www.rlcollab.com) and its powerful positive impact, beginning in one urban region and expanding gradually. It first sets forth the challenges that gave birth to its vision. It introduces the intersegmental solutions and strategies innovated to address the challenges that thousands of students faced in advancing across the education transitions. The chapter next provides significant student achievement data in evidence of the Regional Learning Collaborative's proof of concept in supporting over one hundred thousand (113,000) primarily low-income and largely first-generation students to successfully transition across their academic and career pathways. Finally and importantly, the rigorous collaborative community approach and framework that continue to generate the Collaborative's equity outcomes are introduced and discussed.

Purpose – This chapter aims to provide an overview of the use of strategic enrolment management at DePaul University in Chicago.

Design/methodology/approach – A case study approach is used to provide an analysis of strategic enrolment management (SEM) and its particular use at DePaul University in the context of the university's long-standing commitment to student access.

Findings – As the United Kingdom moves to a more market-based system of higher education, universities may need to pay closer attention to strategic enrolment management concepts and practices. While enrolment management has been criticised for reflecting a wider movement toward ‘marketisation’ in higher education, the experience at DePaul University in Chicago indicates that SEM has played an important role in clarifying the university's commitment to student access during a period of environmental and institutional change.

Originality/value – This chapter sets DePaul's experience within the wider development of SEM in the United States and illustrates some of the ways in which enrolment managers at the university have been able to balance a mission-based commitment to student access with other institutional goals and priorities.

As concurrent enrollment (CE) programs continue to expand in the USA, a growing share of English teaching at the first-year university level is taking place in secondary schools. Though much of the discourse surrounding CE courses relates to quality control, the purpose of this paper is to argue for a reconsideration of the terms by which these courses are valued, calling for a shift from alignment to collaboration as the crucial work for participating English teachers.

This essay responds to scholarship and primary source documents related to CE programs in light of the author’s experience as liaison for a CE literature course at a Midwestern regional university in the USA.

An ethic of alignment pervades discourse about CE programs. The quality control promised by this “alignment story” presupposes a stable university course to be aligned with and the emulation of college faculty pedagogy as the high-priority intellectual labor. This alignment story is undermined by the variation within and between on-campus and high school iterations of the literature course. Rather than justifying an alignment ethic, this variation continually renews important questions about what constitutes college-level engagement with literature and how to best help students achieve it in a particular setting. These questions call for deliberation among a community of English teachers, not alignment of one constituency to another.

This essay builds on previous scholarship about the importance of alignment and the opportunity for collaboration in CE by exploring how an emphasis on the former misrecognizes the importance of the latter.

This paper aims to examine critical, college-going identities and literacies of first-generation immigrant youth within a dual enrollment, youth participatory action research seminar.

This study is a qualitative case study drawn from a larger, critical ethnographic study.

Findings illustrate that youth’s multiple literacies, forged in a deliberately intergenerational and relational space, served as a powerful site of analysis as well as a means to disrupt restrictive definitions of success, supporting youth’s worldmaking amidst the construction and negotiation of new and critical “academic” identities grounded in the familial, cultural and historical knowledges that their inquiries surfaced.

This research attends to the transformative power afforded by humanizing collectives that center youth voices and perspectives, specifically those of first-generation immigrant students.