Our recent webinar on the benefits of career-focused dual enrollment drew nearly 200 attendees from around the country, including college and high school administrators and faculty, as well as federal, state and local policymakers. For those who were unable to attend, we’re pleased to make available a recording of the Sept. 10 webinar.

Panelists discussed findings and recommendations from our recent report, Broadening the Benefits of Dual Enrollment. Based on the results of an Irvine initiative, the report showed that dual enrollment, while historically geared toward high-achieving students, can also benefit underachieving students and those underrepresented in college, especially when combined with a career focus. Dual enrollment programs allow high school students to take college courses and earn college credit.

I would like to thank our panelist for participating and sharing their insights: Katherine Hughes, principal investigator for the Concurrent Courses initiative; Christopher Cabaldon, executive director of the Linked Learning Alliance; Linda Collins, executive director of the Career Ladders Project; and Melissa Brookman, director of the ACE Academy of Long Beach at Jordan High School, a participant in the initiative.

A free webinar on September 10 will share findings and recommendations from a report we recently released about the benefits of dual enrollment courses, which allow high school students to earn college credit. Although historically geared toward high-achieving students, the report found that dual enrollment courses can also benefit underachieving students and those underrepresented in higher education, especially when these offerings have a career focus. The webinar will outline recommendations for education practitioners and will also address policy matters related to dual enrollment programs.

If the demonstrated benefits of career-focused dual enrollment are to reach more disadvantaged students and have lasting impact on California education, state policymakers and community leaders will need to reduce current barriers to program development and student participation. Based on the experience and outcomes attained in high schools and colleges across California, here are three high-value policy recommendations: