In fall 2024, the Association of Community College Trustees (ACCT) launched a new project exploring innovative state strategies for funding community colleges and building dual enrollment pathways. States across the country are in various phases of considering, or not, similar policy shifts in their states. The project will focus primarily on California’s dual enrollment pathways initiatives and Texas’s new community college funding formula, which includes incentives for dual enrollment pathways. It will leverage research and dissemination to focus on gathering information on the evolution of Texas and California’s policy changes, what effects they have had, what guidance and learnings is applicable to, and can be provided for other states, and empowering the right individuals to share the message. Last month we highlighted work in Texas; now let’s turn to California.
California has steadily increased the number of students dually enrolled in high school and college over the past several years. The state has invested in Early and Middle College high schools while seeding the distinctive College and Career Access Pathways partnership dual enrollment grant program (CCAP). California educators and policymakers have shown a long-term commitment to expanding dual enrollment, as seen in numerous pieces of legislation and investments over the past decade.
College and Career Access Pathways Partnerships
In 2016, the state enacted AB 288, which created CCAP partnerships between community colleges and school districts, focused on developing or increasing access to dual enrollment pathways for a population largely excluded from dual enrollment—those from underserved backgrounds, including those who do not appear what some would call “college ready.”
The bill targeted “students who may not already be college bound or who are underrepresented in higher education.” Its goals included:
● Developing seamless pathways from high school to community college for career technical education or preparation for transfer,
● Improving high school graduation rates, or
● Helping high school pupils achieve college and career readiness.”
These are ambitious goals toward which the state has made significant strides. After stagnating during the pandemic, participation began to rebound, with the number of students enrolling in college via dual enrollment increasing by almost 22% between 2022 and 2023 and reaching nearly 150,000 students or about 30% of the high school class of 2024.
Through the initial and subsequent CCAP funding, as well as subsequent funding streams geared toward building a more skilled workforce, state policymakers have made sizable investments to open college doors to those students not typically considered college bound, instead of simply focusing dual enrollment opportunities on the most academically prepared and well-resources students who are already considered college bound. California asked, why deny these great dual enrollment opportunities to students we want to see go to college but might not have an easy pathway to get there? In the words of Olga Rodriguez, Director of the Public Policy Institute of California’s Higher Education Center, “CCAP brought college access to underachieving and underrepresented students.”
Expanding the Reach of Dual Enrollment
Research shows that students who participate in dual enrollment enter college at higher rates and have better college outcomes. Dual enrollment can provide students a sense of belonging and identity as a college student with increased engagement and motivation. However, dual enrollment participation varies by type of student group and geography. Black and Latino high school students tend to be underrepresented in dual enrollment courses, as do those in rural areas. Data from 2022 shows that most districts are enrolling a lower percentage of Black, Latino, and Native American students than students who are attending high schools within their boundaries, but CCAP is closing those gaps for Latino students, which gives the state hope that continued investments in dual enrollment pathways will lead to positive outcomes for all students.
Increasing racially and geographically equitable access to dual enrollment is a goal for California Community Colleges Chancellor Sonya Christian and the governor. It is woven throughout the state’s policy priorities. Both see dual enrollment as a crucial strategy for reaching the state’s goal of 70% of residents with postsecondary degrees and certificate attainment by 2030.
The California Community Colleges’ strategic plan,Vision 2030, articulates a goal for all California high school students to enroll in community college transfer, career, or apprenticeship pathways and complete high school with at least 12 units of dual enrollment credit. TheGovernor’s Multi-Year Roadmap for California Community Collegesechoes the chancellor’s goal by calling for a 15% increase in students earning 12 college units through dual enrollment. TheCalifornia Master Plan for Career Educationemphasizes dual enrollment pathways that lead to industry-recognized credentials and the completion of courses that count toward associate and bachelor’s degrees.
Start in 9th Grade
Chancellor Christian’s goal is to start students on that college and career pathway by increasing their access to dual enrollment, starting in 9th grade. She wants dual enrollment partnerships between colleges and high schools to include a career exploration course where students develop a preliminary college and career plan that leads to family-supporting jobs. “Dual enrollment is a game changer for college attainment,” Chancellor Christian notes.
For instance, all ninth graders at McFarland Highstart their education with a student development course focusing on college navigation skills which helps them choose a postsecondary credential goal. It is delivered in person on high school campuses by regular college faculty or high school instructors who meet the minimum qualifications to teach college courses, or online by college faculty with a high school teacher as a facilitator.
Continued Investments in Dual Enrollment Pathways
California has repeatedly made significant investments to expand dual enrollment pathways to more high school students, both directly and by building dual enrollment into workforce, economic development, and Covid-recovery policies. This was most recently seen in the $500 million investment in the Golden State Pathways program (GSPP) and $200 million in funding for dual enrollment more broadly. The GSPP investment provides local educational agencies the resources to promote high-quality career pathways in high-wage, high-skill, high-growth areas, including technology, health care, education, and climate-related fields. The program serves students enrolled in career pathways by providing more access to postsecondary education opportunities, workforce training opportunities, and gainful employment in industries that align with market needs.
The Regional K-16 Education Collaboratives provided $250 million to school districts and colleges and universities to create occupational pathways, including accelerated degree and/or credential programs that incorporate work-based learning in high-growth sectors. Another significant investment that supports dual enrollment strategies includes the K12 Strong Workforce Program, which promotes collaboration across education systems between the K–12 sector and community colleges, with involvement from industry and organizations in strengthening career technical education programs and pathways aligned with regional workforce needs.
For those of you who like to check out the legislation, several recent CCAP-related bills—including AB 30, SB 1244, and AB 359—aim to broaden access, remove logistical hurdles, and expand dual enrollment partnership opportunities. These laws show legislative commitment to chipping away at barriers to increasing dual enrollment.
Amy Ellen Duke-Benfield is a freelance consultant and the principal researcher on this project. Learn more about Amy Ellenhere.
