The Impact of Dual Enrollment on College Application Choice and Admission Success.
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| Title: | The Impact of Dual Enrollment on College Application Choice and Admission Success. |
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| Authors: | Liu, Vivian Yuen Ting (AUTHOR), Minaya, Veronica (AUTHOR), Xu, Di (AUTHOR) |
| Source: | Journal of Higher Education. 2026, Vol. 97 Issue 1, p58-89. 32p. |
| Subjects: | College applications, School admission, Equality, Dual school enrollment, College enrollment, Empirical research, Universities & colleges |
| Abstract: | Dual enrollment (DE) is one of the fastest-growing programs designed to support students' transition from high school to college. Despite its rapid expansion, limited empirical evidence exists on how DE influences students' college application choices and admission outcomes. This study addresses that gap by employing a fuzzy regression discontinuity design using data from two cohorts of ninth-grade students in a large, anonymous state. We found that while taking DE credits is not associated with a higher probability of applying to college overall, it led to meaningful increases in students' probability of applying to more colleges and more selective in-state four-year institutions, as well as a higher chance that a student would get admitted by more colleges and more selective institutions. Heterogeneous analysis further indicates that the gains were extended across Black, Latinx, and White student populations. Our findings suggest that DE participation not only enhances students' academic readiness but also encourages more ambitious college application strategies. These results contribute to the growing literature on college acceleration programs and offer important implications for policymakers seeking to improve college access and equity through DE expansion. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Dual enrollment (DE) is one of the fastest-growing programs designed to support students' transition from high school to college. Despite its rapid expansion, limited empirical evidence exists on how DE influences students' college application choices and admission outcomes. This study addresses that gap by employing a fuzzy regression discontinuity design using data from two cohorts of ninth-grade students in a large, anonymous state. We found that while taking DE credits is not associated with a higher probability of applying to college overall, it led to meaningful increases in students' probability of applying to more colleges and more selective in-state four-year institutions, as well as a higher chance that a student would get admitted by more colleges and more selective institutions. Heterogeneous analysis further indicates that the gains were extended across Black, Latinx, and White student populations. Our findings suggest that DE participation not only enhances students' academic readiness but also encourages more ambitious college application strategies. These results contribute to the growing literature on college acceleration programs and offer important implications for policymakers seeking to improve college access and equity through DE expansion. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00221546 |
| DOI: | 10.1080/00221546.2025.2521198 |
