CTE Dual Enrollment Pathway Formation: Latent Class Analysis of Course Taking Patterns in Tennessee, 2015-2024

• In Event: AERA Research in Progress Roundtable Session Two
  In Invited Roundtable: Research-in-Progress RT033 (Thursday)

Abstract

This study examines dual enrollment pathway patterns among Tennessee high school students from 2015-2024, a period of dramatic expansion and diversification of dual enrollment opportunities. Using Latent Class Analysis with P20 longitudinal data and community college course-level enrollment records, this person-centered approach reveals how students combine general education and career-technical dual enrollment across community colleges and Tennessee Colleges of Applied Technology. The research analyzes whether the increased diversification of dual enrollment opportunities has expanded equitable pathway access or reproduced traditional educational stratification. By examining demographic predictors of pathway membership and temporal changes across policy changes, this study addresses critical gaps in understanding pathway diversification effects. Findings will inform policy refinement regarding dual enrollment expansion, equity interventions, and partnership development.

Author

• Jeffrey J. Tinley, Roane State