Running Head: An Examination of the Benefits of Dual Enrollment

An Examination of the Benefits of Dual Enrollment

Kristi Brown
University of South Dakota

An Examination of the Benefits of Dual Enrollment

An Examination of the Benefits of Dual Enrollment

Dual enrollment occurs when a student enrolls in a college course in order to obtain both
high school and college credit. The date of the first dual enrollment program is debatable;
however, universities in Illinois and California began implementing dual credit about 40 years
ago, in the 1970s (Cassidy, Keating, & Young, n.d.). In the following decades, dual enrollment
programs soared in popularity. Today, many public and private universities offer dual credit, as
do most community colleges. All 50 states allow dual enrollment, and 46 states have a formal
dual enrollment program (Cassidy et al., n.d.). Some states are even requiring community
colleges to develop dual enrollment agreements with local school districts (Cassidy et al., n.d.).
Dual credit programs are not easily or quickly implemented, and dual enrollment presents a few
obstacles for community colleges. However, the benefits of the programs make those barriers
worth hurdling.
Various challenges arise for community colleges as the institutions enact dual enrollment
programs. One difficulty stems from the number of sizable school districts that many
community colleges are called upon to serve (Cohen, Brawer, & Kisker, 2014). Often, a
particular county or school district might contain 10 or more high schools and only one
community college. Another complication for community colleges with dual enrollment
programs is the state mandated formal agreement between the colleges and the school district,
which can sometimes be elaborate and cumbersome (Cohen et al., 2014). Moreover, states
commonly impose strict course requirements on college courses to ensure the coursework
qualifies as high school credit (Cohen et al., 2014). The restrictions and mandates increase the
workload of community colleges, and, sometimes, the institutions must establish a separate
department to manage dual credit programs, which, of course, adds to a community colleges

An Examination of the Benefits of Dual Enrollment

expenses. While these complications certainly represent potential impediments, the advantages
of a dual enrollment program clearly outweigh any possible drawbacks.
One bonus of a dual enrollment program is the enhancement of a community colleges
recruitment and retention strategies (Allen, 2010). Dual enrollment greatly enlarges the number
of possible applicants from which a community college can draw its students. With dual credit,
community colleges have access to the high school students within the institutions counties, as
well as surrounding neighborhoods. For some community colleges, this may amount to
thousands of potential applicants. Dual enrollment programs not only increase the number of
applicants, but the programs also create diversity in the types of candidates. According to
authors Barnett and Stam (2010), interest is growing in using dual enrollment as a way to
smooth transition to college for students traditionally underrepresented [minorities, low-income,
and lower-achieving students] in higher education (p. 1). Furthermore, because dual enrollment
provides college credit to high school students, the programs encourage the enrollment of
students who might normally overlook the community college. Some high academic achievers
might not consider community college to be an option, but the advantages of dual credit entice
them to attend (Allen, 2010). The program also attracts homeschoolers. Many homeschool
parents view dual enrollment as an opportunity for their high school student to gain valuable
classroom skills and college experience. Considering the breadth of student type attracted to
dual credit, it is evident that dual enrollment programs can greatly expand the diversification of a
community colleges student population. The merits of dual enrollment do not stop at
recruitment; the programs also foster retention (Allen, 2010). High school students who are
seeking an associates degree or a certificate are more apt to remain at the community college
where they began their coursework. A recent study conducted in Florida and New York showed

An Examination of the Benefits of Dual Enrollment

that dual enrollment participation was positively associated with [the students] likelihood of
remaining enrolled two years after graduating from high school (Karp, Calcagno, Hughes,
Jeong & Bailey, 2008, p. 3). Additionally, those students who are transferring dual credits to a
four-year university might also be persuaded to consider finishing a full two years at the
community college, since it is often a cost savings (Allen, 2010). For example, one community
college in Georgia charges $130.33 per credit hour, while the University of Georgia charges
approximately $286.33 per credit hour. The cost difference between the two colleges for two
years, or 60 credit hours, is $9360! For these reasons, dual enrollment enables a community
college to effectively supplement its retention efforts. Dual credit provides a community college
the opportunity to recruit and retain a greater number of more diverse students, and in doing so;
the programs substantially enrich community colleges.
Community colleges also cultivate and strengthen community ties through dual
enrollment, adding an additional virtue to the programs. According to authors Cohen et al.
(2014), one of the missions of a community college is to serve the citizens of the neighborhoods
in which it operates. The structure and nature of dual enrollment programs oblige community
college officials to interact with area school districts and form relationships with key
administrators and lawmakers. The dual enrollment programs devised through this joint
cooperation can be of service to the community by raising high school graduation rates (Karp et
al., 2008). For instance, one school district in Texas with a 37.6% dropout rate used a special
dual enrollment program to recover high school students who had not graduated. The school
district partnered with a local community college and created an academy, known as the College,
Career, and Technology Academy (CCTA), which allowed seniors who had dropped out of high
school to earn both their high school diploma and college credit (Balfanz et al., 2014). In four

An Examination of the Benefits of Dual Enrollment

years, the CCTA helped to decrease the school districts dropout rate to 12.2% (Balfanz et al.,
2014). The school district now plans to expand the program, and offer it to all high school
students (Balfanz et al., 2014). This is merely one illustration of the communal merit of dual
credit programs. Dual enrollment also supplies a financial benefit to the community because it
can help students and their families mitigate some of the expense of college. Compared to fouryear colleges, community colleges usually offer a reduced hourly tuition rate. Authors Baum,
Little, and Payea (2011) report that, in 2010-2011, average tuition and fees for a full-time
student enrolled in a public two-year college [were] $2713, compared to $7605 at public fouryear institutions and significantly higher levels at for profit and non-profit institutions(p. 1).
Furthermore, many states have grants or scholarships that pay, entirely or partially, for a certain
number of dual enrollment credits. Thus, community colleges with dual enrollment programs
can alleviate some of the financial pressures associated with college attendance. Since the
majority of a community colleges enrollment comes from its nearby population, it is important
for the institutions to build and fortify community relations. Dual enrollment programs furnish
community colleges with an excellent opportunity to forge those bonds.
Dual enrollment supplies a further bonus to community colleges. The programs facilitate
a community colleges efforts to bolster degree completion rates (Cohen et al., 2014). Degree
completion is a vital issue for community colleges on both a business and social level. In order
to graduate, community college students must complete the requisite number of hours for their
program, which is often at least 60 hours. From a business standpoint, then, a student who
completes a degree translates to revenue for the community college in terms of tuition and fees.
However, the community college has a social reason to support graduation, as well. If part of the
mission of a community college is to serve its students, then it should work collaboratively with

An Examination of the Benefits of Dual Enrollment

those students to help them achieve success. Students with a degree or certificate usually obtain
higher paying jobs and careers; therefore, it can be argued that degree completion is inherently
tied to student success. Based on this reasoning, degree completion is central to both the
business and social purpose of a community college. Dual enrollment programs are a great aid
to degree completion. Students who begin their associates degree (or certificate program) in
high school are more likely to finish (Allen, 2010). According to the previously mentioned
study, a positive correlation exists between dual enrollment and high school graduation (Karp et
al., 2008). As further proof, authors Karp, Hughes, and Cormier (2012), have found studies
showing that students who participate in dual enrollmentas compared to similar peers who do
not participatenot only enter college in significant numbers but remain enrolled, make
progress toward graduation, and graduate at greater rates as well (p. 5). In addition, many states
now have policies allowing high school students, through dual enrollment, to graduate with a
high school diploma and an associates degree. Such programs encourage students to attain both,
and may ultimately lead to an upswing in graduation rates for community colleges. Community
colleges place a particular emphasis on degree completion, as it is an excellent measure of the
institutions operations. Accordingly, community colleges can use dual enrollment programs to
boost graduation rates and heighten overall performance.
Dual enrollment programs present a community college with certain difficulties, which
may seem at first glance to be insurmountable. Upon further examination, however, the
hardships generated by dual enrollment programs are worth enduring because the programs yield
substantial rewards for both the community college and the neighborhoods it serves. In addition,
dual enrollment programs make college more accessible than ever before. While dual enrollment
currently provides numerous advantages for both students and community colleges, room for

An Examination of the Benefits of Dual Enrollment

improvement in the programs certainly exists. As community colleges look to expand these
programs, it will be important for the institutions to focus on continual refinement. One
sweeping benefit of dual credit is the programs ability to reach an underrepresented population
and offer that population invaluable access to higher education. Dual enrollment should continue
to be a program focused on providing higher education for the betterment of society.

An Examination of the Benefits of Dual Enrollment

References
Allen, D. (2010). Dual enrollment: A comprehensive literature review & bibliography.
Retrieved from http://www.cuny.edu/academics/evaluation/library/DE_LitReview
August2010.pdf
Balfanz, R., Bridgeland J. M., Fox, J. H., DePaoli, J. L., Ingram E. S., Maushard, M. (2014).
Building a grad nation: Progress and challenge in ending the high school
dropout epidemic. Retrieved from
http://gradnation.org/sites/default/files/17548
_BGN_ Report_FinalFULL_5.2.14.pdf
Barnett, E., Stamm, L. (2010). Dual enrollment: A strategy for educational advancement of all
students. Retrieved from
http://www.blackboardinstitute.com/pdf/Bbinstitute_
DualEnrollment.pdf
Baum, S., Little, K., Payea, K. (2011). Trends in community college education: Enrollment,
prices, student aid, and debt levels. Retrieved from https://trends.collegeboard.
org/sites/default/files/trends-2011-community-colleges-ed-enrollment-debtbrief.pdf
Cassidy, L., Keating K., Young, V. (n.d.). Dual enrollment: Lessons learned on school-level
implementation. Retrieved from
http://www2.ed.gov/programs/slcp/finaldual.pdf
Cohen, A. M., Brawer F. B., Kisker C. B., (2014). The american community college (6th ed).
San Francisco, CA: Jossey-Bass.
Karp, M. M., Calcagno, J. C., Hughes, K. L., Jeong, D. W., & Bailey, T. (2008). Dual enrollment

An Examination of the Benefits of Dual Enrollment

students in Florida and New York City: Postsecondary outcomes. Community

College Research Center Brief. Retrieved
http://ccrc.tc.columbia.edu/media/k2/
attachments/dual-enrollment-student-outcomes-brief.pdf
Karp, M. M., Hughes K. L., Cormier, C. (2012). Dual enrollment for college completion:
Findings from Tennessee and peer states. Retrieved from
http://ccrc.tc.columbia.edu/media/k2/attachments/dual-enrollmentcollege-

completion-TN-peer-states.pdf