A Descriptive Study of Dual Enrollment in Public High Schools Enrolling Grades 9-12 in New York State and Implications for Policy Changes

There is a need to increase college readiness among high school graduates to promote college success and degree attainment (Blume & Zumeta, 2013; McMahon, 2009; Reindl, 2007). Sixty percent of first semester college students are not college ready and prepared to succeed in college (National Center for Public Policy on Higher Education, 2010). Dual enrollment programs are a noted pathway to increase college readiness among high school students (Hoffman, 2003; Pretlow & Wathington, 2014). Forty-seven states have dual enrollment policies. New York has no statewide policy and dual enrollment programs vary among public high schools throughout the state. This descriptive study examined dual enrollment programs in public high schools in New York. The study sought to determine what, if any, differences exist in dual enrollment programs throughout the state. A quantitative, descriptive, cross-sectional research design was utilized. The findings from this research identified several differences among dual enrollment programs throughout the state. Differences included type and quantity of courses, tuition responsibility, and how parents and students receive program information, among others. The research identified challenges and successes of dual enrollment programs. The results of this study are important to New York policymakers seeking to standardize dual enrollment programs, ensure students access, increase college readiness and college enrollment, increase degree attainment, and prepare the workforce to compete globally in the years ahead