Promising Practices and Recommendations for Designing Dual Enrollment for Students from Special Populations

In Dual Enrollment for Students from Special Populations: Improving College Transitions for English Learners, Students with Disabilities, Foster Youth and Young People Experiencing Homelessness, JFF explores promising practices and recommendations for designing dual enrollment with the assets and needs of these students at the center.
Interest in dual enrollment opportunities in California is at an all-time high, enough though overall college enrollment has declined during the COVID-19 pandemic. Dual enrollment has benefits to students and their families, including increased college completion rates and a more cost-effective approach to higher education.
This report looks at “how to promote access and success in dual enrollment for students from special populations — including English learners, students with disabilities, foster youth, and young people experiencing homelessness. These groups have the lowest rates of dual enrollment participation of all groups examined in California, and they are lagging further behind as course-taking increases for the general population.”
This report aims to answer three questions:
  1. To what extent are English learners, students with disabilities, foster youth, and young people experiencing homelessness participating in dual enrollment in California?
  2. What are the key factors that affect college transitions and success, including access to and participation in dual enrollment, for students from these special populations?
  3. How can California design and scale dual enrollment programs with the needs of students from special populations at the forefront?
While the data and recommendations in Dual Enrollment for Students from Special Populations is very place-based, many of the topics and key questions discussed have application in other communities.

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