[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588043-105":59,"doc-detail-588043-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-arc-of-dual-enrollment-access-struggle-and-what-makes-success-possible","The Arc of Dual Enrollment: Access, Struggle, and What Makes Success Possible","","Dual enrollment programs let high school students earn college credit before graduation, yet evidence shows they can mirror privilege when access is limited to students already positioned to succeed. This brief analyzes a statewide study of about 1.74 million California students across four graduation cohorts to examine who struggles, what barriers costs emerge, and how outcomes shift when students do not pass. Findings emphasize structural barriers, higher failure rates for low socioeconomic students, and the need for intentional support infrastructures.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-arc-of-dual-enrollment-access-struggle-and-what-makes-success-possible/588043/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-arc-of-dual-enrollment-access-struggle-and-what-makes-success-possible/588043.png","ImageObject",300,407,{"name":92,"@type":93},"Bintang","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question does this brief address about dual enrollment?","Question",{"text":112,"@type":113},"As dual enrollment expands to students for whom it is an on-ramp rather than a fast track, the brief asks who struggles, what that struggle costs, and whether open access remains the right policy.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the study say about academic readiness and success?",{"text":117,"@type":113},"Academic achievement predicts success, but not equally. Students from low socioeconomic backgrounds fail at disproportionately higher rates even at high levels of preparation, indicating structural barriers that eligibility criteria cannot fully measure or fix.",{"name":119,"@type":110,"acceptedAnswer":120},"Does struggling in dual enrollment affect college enrollment outcomes?",{"text":121,"@type":113},"Students who enrolled in dual enrollment and did not pass are still about 6 percentage points more likely to enroll in college than comparable students who never took advanced coursework, regardless of socioeconomic background. However, not passing still carries a real cost in reducing college enrollment likelihood compared with students who pass.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588043,1792160729,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564381,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Jenna Howard Terrell, Joanna Mathias, Alyssa Blanchard, Diana Roldan-Rueda  \nThe Arc of Dual Enrollment: Access, Struggle, and What Makes Success Possible  \nIntroduction  \nDual enrollment programs, which allow high school students to take college courses and earn college credit before graduating, have for decades functioned largely as an acceleration tool for students already on a college track. Researchers and practitioners have described these as “programs of privilege” and “random acts of dual enrollment”: available in theory to all students, but in practice accessed primarily by students who were already likely to enroll and succeed in college (Bailey & Karp, 2003; Fink, 2021).  \nCalifornia’s College and Career Access Pathways Act of 2016 (AB288) was designed to shift that paradigm by bringing college coursework to highschool campuses and removing prerequisite barriers. The goal in California was to extend dual enrollment to students from low-income and first-generation backgrounds, students for whom dual enrollment would function not as an accelerator but as an on-ramp to college opportunity that might not otherwise exist. As dual enrollment has reached more students, students with more varied  \nacademic backgrounds and fewer navigational resources compared to historically advantaged dual enrollment participants, a legitimate concern has emerged: What happens when students struggle in dual enrollment and/or do not succeed in their courses?  \nThis brief draws on a statewide study of approximately 1.74 million California high school students across four graduation cohorts to examine this issue. The findings do not resolve every tension in dual enrollment policy, and they should not be read as the final word on a complex and evolving program, but they do offer a more complete picture of what happens across the full arc of dual enrollment, from who strugglesand why to what happens when students do not pass. Importantly, they point toward what the most consequential investments might be as more states and districts expand access to dual enrollment as a strategy for increasing college enrollment among students who have not had the same opportunities as their peers.  \nTHE CENTRAL QUESTION  \nAs dual enrollment expands to reach students for whom it is an on-ramp rather than a fast track, what does the evidence say about who struggles, what that struggle costs, and whether open access is still the right policy?  \nWhat This Study Found  \nThere is an academic readiness illusion: Academic achievement predicts success in dual enrollment, but not equally. Students from low socioeconomic backgrounds1 fail at disproportionately higher rates even at the highest levels of preparation, pointing to structural barriers that eligibility criteria cannot measure or fix.  \nStruggling in dual enrollment is better than never trying: Students who enrolled in dual enrollment and did not pass are still about 6 percentage points more likely to enroll in college than comparable students who never took any advanced coursework, and this tendency holds regardless of socioeconomic background.  \nNonetheless, not passing carries a real cost: Students who do not pass a dual enrollment course are less likely to enroll in college than students who pass. This penalty is not unique to dual enrollment, and it is not larger for students from low-income and first-generation backgrounds than for other students.  \nThe bottom line is that the evidence does not support restricting access as a protective strategy:  \nInstead, the evidence suggests that building an intentional support infrastructure may be a more consequential investment.  \nAbout This Research  \nThis brief draws on a mixed-methods study funded by the Dual Enrollment Research Fund (DERF). The study examines dual enrollment course outcomes by student subgroup, the consequences of not passing for college enrollment, and the comparative outcomes for students who do not pass dual enrollment versus those who never","cbCailGK9nH8dJAn","https://ap.wps.com/l/cbCailGK9nH8dJAn","pdf",1194071,13,"English","# Introduction\n# The Central Question\n# What This Study Found\n# About This Research\n# What Is Already Known: Dual Enrollment Works","[{\"question\":\"What question does this brief address about dual enrollment?\",\"answer\":\"As dual enrollment expands to students for whom it is an on-ramp rather than a fast track, the brief asks who struggles, what that struggle costs, and whether open access remains the right policy.\"},{\"question\":\"What does the study say about academic readiness and success?\",\"answer\":\"Academic achievement predicts success, but not equally. Students from low socioeconomic backgrounds fail at disproportionately higher rates even at high levels of preparation, indicating structural barriers that eligibility criteria cannot fully measure or fix.\"},{\"question\":\"Does struggling in dual enrollment affect college enrollment outcomes?\",\"answer\":\"Students who enrolled in dual enrollment and did not pass are still about 6 percentage points more likely to enroll in college than comparable students who never took advanced coursework, regardless of socioeconomic background. However, not passing still carries a real cost in reducing college enrollment likelihood compared with students who pass.\"}]","The Arc of Dual Enrollment: Access, Struggle, and What Makes Success Possible | PDF",1792064317,33]