Making Gains in Math, English and English as a Second Language through Dual Enrollment in California

• In Event: Frontier Evidence on How Dual Enrollment Benefits Students and Communities: Evidence from States and National Data.

Abstract

Over the past decade, landmark legislation, investments, and efforts across policy and advocacy communities have supported the growth of dual enrollment in California. Assembly Bill 288 (AB 288), which established the College and Career Access Pathways (CCAP), aimed to expand access to dual enrollment and reduce logistical barriers that often limit participation in traditional approaches. Dual enrollment helps address learning loss by providing students access to college-level courses after completing high school prerequisites—especially important in math, as about a quarter of high school seniors in California do not take a math course. It also allows students to complete gateway transfer-level math and English earlier, which research shows is strongly linked to improved college success. Because high school students are full-time learners, they may be better positioned to take advantage of support available through both high school and college than adult students who need to balance work and other responsibilities.

This study examines three key questions:

1. What does participation in dual enrollment math, English, and English as a Second Language (ESL) look like, and how has it changed with the implementation of AB 288 and AB 705 (improving access to transfer-level math and English)?


2. What are the course outcomes and subsequent college performance of dual enrollment math and English students?


3. What are the opportunities and challenges in expanding dual enrollment, particularly in math, English, and ESL?

To answer these questions, we used both quantitative and qualitative methods. We conducted a descriptive analysis using student-level data from the California Community Colleges Chancellor’s Office (CCCCO), covering nine high school graduating cohorts from 2015–16 to 2023–24. Data was disaggregated by student subgroup, dual enrollment program type, course type and course level. Additionally, 26 interviews were conducted with K–12, community college, and regional leaders across the state. Interviews focused on how dual enrollment is structured, student recruitment and support, and implementation challenges. 

Our findings show that dual enrollment participation in California has grown each year, with a notable increase in math and English enrollments. The majority of dual enrollment students in these subjects enroll in transfer-level courses. Dual enrollment students in math and English demonstrate better college outcomes, including higher college enrollment, improved early momentum metrics, and higher rates of associate degree completion and transfer. CCAP improves equity among underserved student groups and is making gains with college outcomes for these students.

Our interviews reveal that CCAP expanded dual enrollment to underserved regions with more support, and shaped clearer pathways for students. Remedial education reforms (AB 705/1705) have shifted the focus of dual enrollment toward direct access to transfer-level coursework. Despite these successes, interviews highlighted challenges in implementing dual enrollment. The primary challenge is navigating the differing priorities of high schools and community colleges, which complicates collaboration and alignment. Furthermore, each site has its own approach to student recruitment, affecting who gets access to these opportunities.

 

Authors

• Rachel Zhou, Public Policy Institute of California
  Non-Presenting Co-Author

• Hoyun Kim, University of California, Berkeley
  Presenting Author