Dual enrollment allows high school juniors and seniors to enroll in college courses at community, technical, or four-year colleges. Students simultaneously earn transferrable college credit while still enrolled in high school. The tuition costs are generally shared by the school district and the college.
Dual enrollment programs allow students to be enrolled in two separate, academically related institutions. Generally, it refers to high school students taking community college or university courses. Students receive both college units and high school credit. Some programs allow students to only attend college courses outside school hours, while others have been integrated into the school day so students have the opportunity to earn college credit during day time hours.
The reasons for dual enrollment programs is to better prepare students for college and careers, in addition to targeting high school students who are not necessarily college-bound by making their transition from high school to college — if they choose to pursue a post-graduate education — a little more seamless.
The model is based on the Running Start dual enrollment program. The program was modeled assuming eligibility was limited to 17- and 18-year olds in high school. The tuition costs are generally paid by the school district and the college but this is dependent on the state.
Visit the Washington State Institute for Public Policy website to see the literature used for the Win-Win model analysis.
To estimate the impact of a program or policy, we use systematic literature reviews to determine causal pathways and effect sizes. Well-researched interventions that have robust, high-quality evaluations allow us to model the impact of an intervention with greater certainty. However, sometimes interventions have limited evidence and not all of the outcomes that are likely to be associated with the intervention have been studied. In those cases, we can only model what is available in the evidence base. We urge future research to take the following gaps into consideration.
Graduation Rates by Race and Ethnicity – While the studies provided estimates of the effect of the intervention on high school graduation, there were no estimates for the effect on subgroups. Therefore, the model utilized the same effect size across all race and ethnicity subgroups. More research is needed to provide more precise measurements of the impact of the intervention.