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Welcome to this pivotal edition of New Directions for Community Colleges titled "Dual Enrollment: A Story of Access, Equity, and Opportunity." In this issue, we delve into the critical themes of access, support, and institutional strategies within dual enrollment programs. These elements are essential for understanding and enhancing the participation and success of students in these programs nationwide. The focus on dual enrollment programs is particularly relevant and timely due to several converging trends and challenges in the current educational landscape. Nationally, dual enrollment programs have seen substantial growth, with participation increasing significantly over the past decade. Recent data indicates that over 1.4 million high school students participated in dual enrollment courses in 2020, reflecting a consistent upward trend (NCES, 2022). This expansion underscores the recognized value of dual enrollment in providing students with early exposure to college-level coursework, thereby fostering academic preparedness and reducing time to degree completion (Taylor et al., 2015). Despite these evident benefits, significant equity gaps persist in access to dual enrollment programs. Research consistently shows that low-income students, students of color, and first-generation college students are underrepresented in these programs (Taylor et al., 2020). Addressing these disparities is crucial as dual enrollment can serve as a powerful tool for closing achievement gaps and promoting social mobility. For instance, students who participate in dual enrollment are more likely to graduate from high school, enroll in college, and complete a degree compared to their peers who do not (Giani et al., 2014). Ensuring equitable access to dual enrollment is not just a matter of fairness but a strategic imperative for broadening the pipeline of college-ready students. By expanding access to these programs, we can help more students, particularly those from underserved communities, to gain the skills and confidence needed for postsecondary success (Mehl et al., 2020). As such, dual enrollment stands out as a critical strategy in the broader effort to enhance educational equity and opportunity nationwide. The COVID-19 pandemic has further highlighted the importance of dual enrollment as a means of providing continuity and support for students' educational journeys. With disruptions to traditional schooling, dual enrollment programs have offered flexible and alternative pathways for students to continue their education, often in hybrid or online formats (Karp it embodies the principle of providing equitable opportunities for all students. National research highlights persistent barriers to access, including disparities in program availability, eligibility criteria, and outreach efforts. By examining these barriers and exploring successful interventions, we sought to identify pathways to broaden participation and ensure that dual enrollment benefits a diverse range of students. In the first article Adan, Diaz, Leal-Carrillo, Beer, Lundy-Wagner, and Lowe explore how equitable the dual enrollment student journey is for student access and success. Next, Andrews, Linares, Encarnación, and Butler synthesize what is known about multilingual English learners (MEL) and dual enrollment (DE). They provide a case study of the implementation of a DE program designed for MELs from the perspective of the practitioners involved. Using empirical evidence on the influence of dual enrollment on community college students' upward transfer and degree completion in STEM/CTE fields, Hu and Menees then provides implications on evidence-based practices. Finally in this section Griffin, Steiger, Garcia Tulloch, Fink, and Jenkins introduce "dual enrollment equity pathways" (DEEP)—a research-based framework for rethinking à la carte dual enrollment as a more equitable on-ramp to college programs of study that lead to high opportunity career paths for students historically underserved in dual enrollment. Support is the linchpin of student success in dual enrollment programs. Comprehensive support structures—encompassing academic, social, and emotional dimensions—are vital for helping students navigate the challenges of college-level coursework while still in high school (Hughes et al., 2018). By analyzing national models of effective support systems, we shed light on how tailored interventions can significantly enhance student retention, achievement, and overall college readiness (Dougherty et al., 2019). In this second section focused on support, the first article written by Moreno discusses the importance of academic advising for dual credit and early college high school students to ensure a seamless transition for postsecondary transfer and/or career opportunities. After that, Wingfield highlights in her article, the benefits connected to dual enrollment, the design of ECHS and P-TECH models, and provides recommendations for strategy considerations when implementing these opportunities for students. Davis, Chen, and Aviles then explore CTE dual credit instructors' educational and professional trajectories, motivations to teach, and identification as teachers while Crouch examines how personal characteristics contribute to the success of homeschooled students in dual enrollment programs and their transition to higher education, the workforce, or the military. Institutional strategies play a critical role in shaping the success and sustainability of dual enrollment initiatives. Best practices from around the country reveal the importance of coordinated efforts in curriculum design, faculty development, and partnership building between high schools and colleges (McConnell et al., 2021). By exploring these strategies, we uncover key drivers of programmatic excellence and offer insights into how institutions can foster a culture of collaboration and continuous improvement. This section starts with Fuentes and Hick's review of a 360-Degree partnership at Odessa College that helped provide for deeper, systemic partnerships between the dual credit program and the school districts. Then Julia Duncheon and Buchanan describe how Austin Community College reorganized internally to build capacity for growing, sustaining, and maximizing equity in dual enrollment. This issue ends with Ramaeker and Thornton providing a narrative of one small rural community college's concurrent enrollment program, highlighting the particular dynamics of operating this programming in rural spaces. In summary, this special issue is dedicated to exploring the transformative potential of dual enrollment in advancing access, equity, and opportunity within the community college landscape. By synthesizing insights from across the nation, we aim to inspire dialogue, innovation, and action to create more inclusive and effective educational pathways. We extend our heartfelt gratitude to the scholars, practitioners, and policymakers whose contributions and dedication continue to drive this important conversation. Together, let us work towards a future where every student has the opportunity to realize their full potential through dual enrollment. Dr. Kimberly M. Lowry is a national expert on community college student success, with extensive experience in various higher education settings. Currently serving as the Executive Director of the Texas Success Center and Vice President of the Texas Association of Community Colleges, Dr. Lowry leads initiatives that aim to enhance educational pathways and outcomes for students across Texas. Latoya Hardman is a dedicated educator, mother, mentor, and writer with a remarkable career spanning K-12 teaching, college professorship, and academic leadership as a dean, culminating in her current role as Vice President of Instruction at Lone Star College-Tomball. From 2017 to 2023, she directly oversaw dual credit programs, working with traditional, homeschool, early college, and PTECH students.
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