Dual Enrollment Advising

• In Event: Advising Around Postsecondary Pathways

Abstract

Objectives. The current study was designed to address the following three research questions:
1. Who advises students for dual enrollment (DE), and how do secondary and postsecondary institutions coordinate their advising and recruitment?
2. When, how, and which students are recruited for dual enrollment?
3. What factors affect advising and recruitment?
Perspectives. Research shows that DE expands learning opportunities and increases college access, particularly for students underrepresented in college, such as first-generation and low-income groups. (An & Taylor, 2019; Kanny, 2015; Moreno, 2019). However, these students face more barriers to accessing DE courses, have lower participation rates, and require targeted advising and recruitment to improve both access and success (Taylor et al., 2022). Because these courses require engagement from both high school and college systems, advising for dual enrollment involves additional responsibilities and coordination across institutions (Moreno, 2024; Witkowsky et al., 2020). Despite the need for more knowledge, research on DE advising remains limited (Moreno, 2024; Taylor et al., 2022). This study addresses this gap.
Methods and Data Sources. This qualitative study used data from virtual interviews with 48 stakeholders—including district coordinators, high school principals, counselors, teachers, college liaisons, and program directors from eight districts and their partner colleges across diverse regions of a Southeastern state. Additionally, in-person focus groups were conducted with students enrolled in DE courses in four districts. All interviews were recorded, transcribed, and analyzed using an inductive approach to identify themes related to advising and recruitment.
Results. RQ1. Across districts, DE advising involves a combination of high school counselors, teachers, career coaches, and community college liaisons.
• High School Counselors are often the main contacts to conduct one-on-one advising, ensure that high school requirements and other students’ needs are met. Teachers often steer students towards DE courses.
• Career Coaches and College Liaisons assist with college-side issues, including career planning, course selection, registration, and FAFSA completion. Some are present on-site weekly or daily, while others are available as needed.
RQ2. Recruitment and information dissemination practices vary in scope, staff involvement, and target audiences. Many districts rely on broad communication methods—such as school-wide announcements, emails, and automated phone calls—reach students widely and minimize gatekeeping. Others complement these efforts with more personalized advising, including group presentations (e.g., in 9th-grade English classes). Nonetheless, several districts reported persistent gaps in awareness among students and parents, especially in populations underrepresented in higher education.
RQ3. Factors that affected the effectiveness and breadth of awareness and recruitment efforts include adequate staffing, the level of awareness and support among high school staff (counselors and teachers) for the DE program, and the strength of collaboration between school and college personnel. Students' college readiness and the support provided by schools also significantly affect which students are recruited and how successful they are in DE courses.
Significance. This study contributes to the sparse knowledge base by highlighting the staff’s roles, resources, knowledge and practices of DE advising necessary to expand access to DE courses to a wider range of students.

Author

• Nina Arshavsky, University of North Carolina - Greensboro