Access to Dual Enrollment in the United States: Implications for Equity and Stratification
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Dual enrollment (DE) programs are on the rise nationally. This study uses recently available nationally representative data to examine which student and school characteristics predict participation in DE in the United States. We connect DE participation to human capital theory and related educational policy values of equity, excellence, and efficiency. Using logistic regressions, we find that, on average, 9thgrade GPA and attendance as well as higher socioeconomic status increased the odds that a student participates in DE. Our analysis also detects geographic disparities with students in rural areas and the South being more likely to take DE. We discuss implications for educational and economic policy.