Dual enrollment, multiple paths, & diverse students

John E. Cech
College of Technology, MSU-Billings
JCech@msubillings.edu

Bruce H. Wendt, Ph.D.
History, Billings West High School

The intent of this discussion is to offer a review of the historical foundations and definition of terms required to better understand accelerated learning options designed to provide high school students with opportunities to engage in more advanced studies and, in some cases, earn college credit while still in high school. This paper will focus on accelerated learning opportunities including Advanced Placement (AP), dual-credit, concurrent enrollment, and Tech Prep. An examination of the topic, which uses a broad historical and research-based approach instead of focusing on the pragmatic concerns current in Montana, intends to provide perspectives for many who currently engage with this topic or who see such engagement looming in their futures. In addition, observations on the impact of accelerated learning options on secondary teachers and students will be offered. Although the authors do not intend to address Montana's current dual-credit efforts specifically, Montana educators and policymakers may find it helpful to consider the broader context of accelerated learning program concepts, challenges, and potential outcomes.

Accelerated learning programs across the United States are attracting increasingly greater numbers of high school students. For example, there were over 1.2 million high school students enrolled in dual-credit courses through post-secondary institutions in 2002-2003 (Smith, 2007). The U.S. Department of Education's National Center for Educational Statistics (NCES) estimated 1.8 million students were enrolled in AP courses during 2002-2003 (Blanco, 2006). Following this trend high school participation levels in 2008-2009 will likely demonstrate significant growth in accelerated learning participation. In order to clarify the discussion of accelerated learning programs, an initial review of the definition of terms required to understand dual-credit, concurrent enrollment, Advanced Placement, and Tech Prep accelerated learning opportunities may be helpful.

Definition of terms

The term "accelerated learning" is used by many institutions and commissions such as the Western Interstate Commission for Higher Education (WICHE) to describe programs and courses designed to improve secondary student preparation for college-level work. Accelerated learning definitions as described in this paper are as follow:

Before engaging in a full discussion of accelerated learning programs, it is important to emphasize the differences among the accelerated learning programs outlined in this paper.

Advanced Placement. The College Board's Advanced Placement (AP) program enables high school students to earn college credit or placement upon completion of a national standardized exam. According to the College Board website, 37 AP courses are available, from arts and languages to math and social sciences. The AP program was founded in 1955 and has enabled millions of high school students to earn college credit or placement for some articulated secondary courses upon the successful completion of an exam administered by the College Board (http://professionals.collegeboard.com/profdownload/ap-bulletin-students-parents.pdf). Students who want to enroll in AP classes must be academically qualified, due to the courses' higher expectations and academic rigor. Students do not earn college credit or placement unless they successfully pass an examination through the College Board Advanced Placement Program, which is accepted by roughly 5,400 schools, colleges, and universities nationwide (AP Report to the Nation, 2008). Among accelerated learning programs, Advanced Placement offers, arguably, the most portable credits, although in practice how much credit is offered and what scores must be attained on the national exams varies considerably among postsecondary schools.

Dual-credit/concurrent enrollment. Dual-credit programs allow high school students to enroll in college programs and earn postsecondary credits prior to high school graduation. "Concurrent enrollment" describes an arrangement in which high school students enroll in college-level courses, and earn only college credit for those courses (Lerner & Brand, 2006). "Dual-credit" programs enable a secondary school student to earn both high school and postsecondary credits for the same course. The transferability of the postsecondary credit earned depends upon other postsecondary institutions' articulation agreements with, or recognition of, the awarding college or university. A national source of information on dual-credit courses does not exist (Waits, Setzer, Lewis & Greene, 2005). The details and policies related to dual/concurrent enrollment at the state level vary from state to state. Policies covering eligibility, credit awards, funding/incentives, and institutional accountability are typically set at the state level (Michelau, 2006).

Tech Prep. The 1990 reauthorization of the Carl D. Perkins Vocational and Technical Education Act (Perkins Act) resulted in the creation of the Tech Prep program, which encouraged articulation between career and technical programs in high schools and colleges (Bailey & Morest, 2006). Hughes and colleagues (2006) describe the Tech Prep consortium as a partnership between high schools and colleges to identify opportunities for both curriculum and course alignment. In this model, high school course outcomes are compared with relevant college course outcomes, and if there is a match, an articulation agreement is developed. Students who complete courses articulated under the Tech Prep model may be exempt from the equivalent course at the participating Tech Prep college.

The Tech Prep model, as originally conceived, has failed to meet its aspirations, due to the low participation rates of high school students. This under-enrollment is likely due in part to students' lack of awareness of Tech Prep opportunities (Hughes et al., 2006). In addition, Tech Prep articulation agreements are institution-specific, with no guarantee that any other college will recognize the agreement. Unlike dual-credit programs, through which students actually enroll in a college course while in high school, the Tech Prep model does not result in the actual award of college credit unless the student enrolls in the specific college where the Tech Prep credit articulation agreement resides (Hughes et al., 2006). Thus, while dual-credit and concurrent enrollment programs potentially offer students less flexibility than do AP "credits," depending upon the transferability of credits by the awarding postsecondary institution, Tech Prep offers an even more restricted opportunity for advanced credit because the credit can be awarded only upon enrollment at the single partner institution. Many Tech Prep programs across the United States are undergoing reorganization to address this issue, as is the Montana "Pathways from Peaks to Plains" Tech Prep initiative which is in the process of refocusing its efforts around career pathways instead of individual course articulations.

Key issues

Accelerated learning programs including dual-credit and concurrent enrollment programs have been in place in the United States for the past 40 years (Andrews, 2004). Two early dual-credit programs include the Syracuse University program, which began in 1972, and the program initiated by the State of Florida in 1979, called the Accelerated Mechanism Program (Hunt & Carroll, 2006).

Syracuse University pioneered its dual-credit program in 1972 to address the issue of "senioritis," and its extensive curriculum spawned multiple imitations across the country (Kim et al., 2006). While Syracuse University originally designed its offerings for academically gifted individuals, these dual-credit courses now reach thousands of students in hundreds of high schools. Other institutions, including LaGuardia Community College in New York City in 1974, focused their efforts on students identified as potential dropouts (Kim et al., 2006). These programs exemplify the potential for dual-credit classes to help both gifted students and those who have not seen themselves as college-bound to perceive the opportunities beyond a K-12 education. Too often, teachers, counselors, and the students themselves typecast their peers as "honors" or "gifted" or not, and those labels become self-fulfilling prophecies. Efforts and resources are needed to combat these perceptions and to support more students in pursuing postsecondary education; dual-credit effort can be helpful in providing a less threatening path toward postsecondary education to students from disparate backgrounds.

Related to this implementation of dual-credit arrangements is the enhancement of limited high school curricula. Many Montana high schools, especially outside the larger cities, struggle to offer their students some course selection beyond the basic core classes. University and state support for dual-credit opportunities could strengthen curricula in rural communities. In addition, the rural communities could benefit from on-line forms of dual-credit partnerships with two-year colleges and universities.

Dual-credit and concurrent enrollment programs have largely been partnerships between individual high schools and two-year community colleges (Andrews, 2004). Andrews acknowledges that multiple dual-credit and concurrent enrollment models based on such dual partnerships have developed over the past 30 years, based primarily on legislative decisions and the evolution of practice and experience. The result has been the use of these programs for purposes other than high school or senior year curricular enrichment. Morest and Karp (2006) note that dual-credit and concurrent enrollment programs are more likely to include agreements between community colleges and secondary school districts. However, both private and public four-year colleges also engage in dual-credit and concurrent enrollment partnerships.

A frequent complaint from many high school teachers, especially those assigned to senior classes, reflects the seeming lack of interest in academics from their students. A chorus of "Why do this?" "Why is this relevant?" and "What does it matter?" often permeates discussions about students in their last year of K-12 schooling. Many high school seniors who apply for college in the fall receive notification of acceptance by Christmas break and then decide that spring semester will be "fun time." Often, 17- and 18-year-old students view themselves as too old for high school and have disdain for the rules and minutia of a highly structured school day. An introduction to the rigors of college-level academics would invigorate many students who have grown weary of the worksheet mentality exhibited in many K-12 schools. An accelerated learning program that keeps a student on track for high school graduation but also helps build thinking and writing skills for college or technical school graduation offers the potential to alleviate the frustration of both students and faculty (Plucker, Chien, & Zaman, 2006). Such a program would challenge the student to think about the future rather than simply marking time to graduation. As the grade earned goes beyond the high school transcript, many would be motivated to study more diligently because classes would have more relevance to future goals. The strength of an accelerated learning program that addresses these concerns ultimately lies in how it can help high school students ease the transition between high school and college and increase their level of preparation for college. This impetus for developing accelerated learning programs, however, begins to shift subtly away from the initial focus of simply enriching the high school curriculum.

Andrews (2004) argues that accelerated learning programs, which continued to expand through the 1990s, are part of the answer to two significant issues (p. 415): "What to do with the senior year?" and "How to shorten time to degree (baccalaureate) that is now averaging 5 to 5.5 years for students?" Andrews emphasizes that dual-enrollment programs provide students with the opportunities to:

Andrews asserts that the senior year of high school is lost for many students who meet their college entrance requirements during their junior year in high school. The National Commission supports this argument in The High School Senior Year (2001), which identified a drop in student motivation during the senior year. The combination of these findings suggests underutilization of the senior year for a motivated and college-bound student. Berry (2003) argues that high school curricula should prepare students for college and that accelerated learning programs may provide senior high school students with a rigorous last year. Rigor adds value for high school students by challenging them to think at a higher level and answers their questions about relevance. An additional advantage for students enrolled in accelerated learning programs is a lower cost for postsecondary education and shorter path to graduation (Morest & Karp, 2006).

Expansion of accelerated learning programs to include career and technical prep

Many accelerated learning programs have focused on academically advanced students, as a natural outgrowth of the "curriculum enrichment" purpose and the segue to "shorter path to college graduation." More recently, policymakers and educators have expanded opportunities, particularly in dual-credit and concurrent enrollment, to a more diverse population of students, including those enrolled in career and technical education (CTE) programs (Hughes, Karp, Bunting, & Friedel, 2006). By offering CTE students dual-credit and concurrent enrollment opportunities, colleges and secondary schools play a substantial role in developing a trained workforce to fill jobs in high-growth and high-demand occupations (Hunt & Carroll, 2006). The development pattern of most dual-credit and concurrent enrollment programs—partnerships between single high schools or local systems with individual local colleges, frequently community colleges—lends itself well to this model. Students who enroll in career-focused and technical education dual-credit programs often intend to enroll in a local postsecondary program, easing the credit transfer issue, and can learn the local workforce opportunities at an earlier age. A focus on academically-motivated students within a local dual- or concurrent-credit partnership may unintentionally limit the options for students to use the credit, especially if they intend to enroll in distant or very selective institutions.

Choices, differences, and outcomes in accelerated learning models

Several key differences exist between the nationally-normed AP course and examination system and the dual-credit programs developed on a state or local basis. One, as indicated above, is the variety of local course options, ranging from technical or "career" classes to academic foundations courses. Another is that the local partner university or college grants the credit in a local program. While Advanced Placement (AP) credits are relatively portable—as noted, earlier, approximately 5,400 colleges and universities will accept AP credits (AP Report to the Nation, 2008)—the transferability of dual credits granted by a local or state postsecondary institution varies widely.

Hunt and Carroll (2006) present evidence from Florida arguing that most public universities in that state offer AP students higher preference for college entrance than they do to recipients of dual-enrollment credits. The authors note that high school counselors who direct advanced students to accelerated learning programs where they believe the students will be most successful often do not recommend Florida's dual-credit or concurrent enrollment programs, but instead suggest the students enroll in AP courses. Hunt and Carroll's research supports our belief that a greater level of focus on the outcomes of both course models (dual-enrollment and AP) would alleviate these counselor perceptions or misperceptions. Counselors should consider the types of students for whom each program is appropriate: the more portable and nationally-recognized AP system may be a better fit for students who intend to pursue Ivy League or out-of-state colleges, while students who are uncertain whether they can succeed in postsecondary education, or who wish to enroll in the local or regional institution granting the credit, may find dual credit a better path. By their very nature, AP courses may directly or indirectly label high school students as university or ivy league college-bound. Many low-income students, particularly those who are first-generation college students, may not even begin thinking about post-secondary opportunities until their junior or senior years in high school.

Smith (2007) states that criticisms of dual-enrollment programs include both a lack of acceptance of the model as a nontraditional pathway to post-secondary education and a lack of knowledge of the programs at the secondary level. Smith also notes frequent secondary and postsecondary educator concerns over instructional quality and the credibility of accelerated learning college-level coursework. An understanding of expectations for each level is essential for good learning. Students have the right to expect their instructors to have extensive discipline knowledge that provides the background needed when they enroll at their chosen institution of higher education. Many colleges that partner with high schools expect the dual-enrollment instructors to possess an advanced degree in the field, not a master's degree in education.

In Montana, a well-qualified secondary teacher needs to have earned a bachelor's degree; many teachers in subject areas such as social studies or broad-field science possess a degree that has no university equivalent as a discipline for graduate study. A large percentage of teachers pursue graduate degrees, but most fall into general education areas, counseling, administration, and the like. Only two Montana institutions offer graduate degrees in specific disciplines. However, assurances of appropriate faculty credentialing are built into the Montana Board of Regents Policy 730, which requires two-year education (or community college) faculty delivering transferable course work to have a master's in the discipline or a master's in a closely related discipline and nine graduate-level credits in the discipline (http://mus.edu/borpol/bor700/730.htm).

The State of Illinois, through the auspices of a consortium of community colleges, has surveyed member institutions concerning dual credit several times since 2000. Their findings, unsurprisingly, reflect the importance of employing well-trained instructors and admitting motivated students—a finding which may cast doubt on the program's efficacy at advancing at-risk and struggling students. Other issues the authors considered crucial for programs to be successful include maintaining high academic rigor in course content and student readiness for a faster-paced curriculum (Andrews & Barnett, 2002). All of the above research underscores that communication between instructors at the high school level and the college faculty is crucial if students are to attain the rigor of higher-level thinking skills expected in college-level courses. This point may seem self-evident; it is, however, the missing ingredient in many attempts at providing accelerated learning programs.

Co-author Bruce Wendt held informal discussions with high school students at an urban Montana high school in 2008. They revealed their concerns about the portability of credits earned from a Montana institution transferring to colleges across the nation. A portion of high school graduates in Montana, especially those coming out of honors classes, expect to matriculate at institutions ranging from the East coast to the major state universities on the West coast. They need a clear understanding of how AP, dual-credit, or concurrent enrollment courses can benefit them as they matriculate to their post-high school choices. The greatest benefit for dual-credit, and possibly concurrent enrollment, programs may come from identifying and encouraging students not originally considered "college-bound" to enroll in these programs. While we recognize Andrews' work documenting the benefits of accelerated learning for highly motivated students, the most important function of dual credit or concurrent enrollment programs may be to invigorate a love of learning, or at least a perception of potential, in students who have historically been low-achieving.

It behooves faculty and administration in both high schools and colleges to consider what specific benefits they hope to provide to their students: is it only the traditional secondary curricular enrichment model? Does the program hope to provide significant shortening of the path to a postsecondary degree? Or is the focus primarily to enable students to enroll at the local postsecondary institution?

Cui bono?

Whatever types of courses and motives are included in the accelerated learning mix, there are indications that accelerated learning programs result in improved college completion rates for high school students, though additional research is needed. Adelman (2006) asserts that post-secondary students who complete fewer than 20 credits during their first year in college have lower completion rates. The Carnegie Commission on Higher Education (1971) states that students could spend less time (and money) in a post-secondary setting if there were better integration of secondary and post-secondary education. These findings proved to be a major stimulus for early dual-credit and concurrent enrollment movement in the United States (Hunt & Carroll, 2006).

Hanson's (2000) longitudinal study of 88 "Running Start" students who entered the University of Washington in the fall of 1993 demonstrated that 41% graduated at the end of four years, compared with 31% of the non-Running Start students. Furthermore, the students with early college experience reported a gradepoint average of 3.42 versus 3.14. While these results demonstrate a positive correlation between the Running Start students and four-year graduation rates, the limitations of Hanson's study mitigate the results, as the Running Start students were self-selected. While dual enrollment programs such as the Running Start program do not follow the traditional K-12 college pathway, students participating in such programs may be more likely to enter college and enjoy greater academic success than typical high school students (Smith, 2007; Bailey, Hughes, & Karp, 2002). Further work on the demographics of successful students in accelerated learning programs would help distinguish the specific populations most likely to benefit.

Karp, Calcagno, Hughes, Jeong, and Bailey (2008), in their study titled "Dual Enrollment Students in Florida and New York City: Postsecondary Outcomes," argue that there is little research on the impact of dual-enrollment programs on students' preparation for and success in college. The authors sought to assess the effectiveness of these programs with respect to student high school graduation rates and college success. Karp et al. found that the dual-enrollment student population had higher proportions of female and White students than did the nonparticipant population. The dual-enrollment students were less likely to be Black or Hispanic. They were also less likely to be eligible for free or reduced-price lunch in middle school, and they reported higher grade-point averages in high school than did the nonparticipants (Karp et al., 2008). The dual-enrollment students in the study were 4.3% more likely to earn their high school diploma than were the nonparticipants. In addition, Karp et al. found that the dual-enrollment students were more likely to persist in college and had a higher chance of remaining enrolled in college after two years than did the nonparticipants. The authors discovered that the dual-enrollment students' cumulative college GPA three years after high school graduation was significantly higher than the GPAs of the nonparticipants. Finally, the study indicated that dual-enrollment students earned a greater number of college credits three years after high school graduation than did the nonparticipants. These results provide encouraging data about the impact of dual-enrollment programs; however, the fact that the demographics of the dual-enrollment population differed from that of the general student population, including a slightly more advantaged socioeconomic mix, suggests that additional study may be needed to determine the impact on struggling or at-risk students.

Ironically, and especially important for a state like Montana, some research argues that students most apt to enroll in dual-credit classes come from suburban communities where parents and peer groups already have high expectations for college enrollment. An extensive study published in Education Statistics Quarterly found that small, rural communities and those with high minority enrollments have been the least likely to offer dual credit (Waits, Setzer, & Lewis, 2005), a point that underscores the demographic selectivity in Karp et al.'s 2008 study.

Montana, with a high percentage of small-town and reservation high schools, faces daunting challenges if rural students, whose lack of teachers and resources perhaps produce curricula most in need of enrichment, are to be exposed to high-quality, intellectually rigorous college-level courses. Finding support for the necessary resources becomes a paramount issue. For instance, college libraries regularly purchase specialized databases far beyond the budgets allocated to most K-12 libraries. Students, many of whom believe research begins and ends with Google and Wikipedia, need to learn academic skills to cope with college learning expectations. If Internet access to generalized information and not academic databases is the extent of students' library capabilities, students enrolled in accelerated learning programs cannot meet research expectations.

Secondary/postsecondary coordination is essential

In recent years postsecondary institutions and high schools have entered into dual-credit and concurrent enrollment partnerships with the broad goal of providing greater educational opportunities for students, informed by the multiple purposes for which these arrangements have been used. Those purposes include, as detailed above, enrichment of the overall curriculum and engagement of bored students; shortening the time and money to degree; offering early credit to motivated academic achievers; and providing encouragement and support toward postsecondary goals to struggling students. One might conclude that accelerated learning programs can do all things for all students—inspire and reassure the struggling, motivate and advance the achievers, and improve results for everyone. However, despite the studies cited in this paper, which attest to the impact of specific programs, comprehensive research data on the efficacy of accelerated learning programs is limited. Blanco (2006) stated that there has been "little information published on forms of accelerated courses and programs" (p. 3). Blanco also acknowledged the lack of evaluative studies which examine broader policy issues such as equity of opportunity, impact on student access, and success for all students.

It is therefore unsurprising that there are many pitfalls in accelerated learning programs, including "the students' academic preparation, the availability of college student services, faculty preparation and training, and lack of formal evaluation measures" (Farrell & Seifert, 2007, p. 70).

In their study, Farrell and Seifert (2007) analyzed a dual-enrollment program within a large Arizona community college with an annual enrollment of 70,000 students. In 1997, the college began offering dual-enrollment courses in math and English to the local high school students. Assessment of the program revealed that four local and regional universities were not accepting the credits, which precipitated a major analysis and subsequent overhaul of the dual-enrollment program. The authors argued that their case study underscored the importance of creating a strategic plan that accounts for legislation, best practices, and the needs of the high school, the college, and the community. As a result, the high school, community college, and four-year universities worked together to collaborate on course curricula and on the identification of assessment tests, which were administered to the high school students prior to acceptance into the dual-enrollment program. The authors suggest that secondary educators develop tests to determine what students have learned in specific classes and that postsecondary educators design entrance examinations to test what students should know before enrolling in college. Kirst (1999) suggests that secondary and postsecondary institutions need to work together to align their assessment exams. Without such coordination of the tests, the education world is

In some history programs, for example, extensive collaboration has already taken place in venues across the country. Nash and Crabtree (1996) served as the co-directors at the National Center for History in the Schools on the UCLA campus, and they, along with hundreds of K-12 teachers and college faculty, developed an extensive curriculum that has been implemented across the country since the mid 1990s. They brought teachers and professors together for extensive periods over four years to discuss common goals of history instruction. Likewise, the more local Syracuse University model brings high school faculty to campus for weeklong summer workshops with the appropriate college professors. Many "Teaching American History" grants, funded through the auspices of the federal government, provide partnerships between history professors and K-12 educators so they can share their expertise. Good programs require large investments of time, money, expertise, and support from state and local governments. In no way should the process consist of one-way communication from college to high school; rather, it should be an exchange of ideas and best practices about how to educate young people.

An Oregon study, noting that Oregon schools have not standardized agreements on credit, encourages cooperation among Oregon institutions of higher learning and suggests that the high schools cooperate to provide "a common set of standards for all dual credit programs" (http://www.ous.edu/state_board/meeting/dockets). Without such cooperation, the student is left in flux, wondering how to assess the usefulness of the credit earned. Institutions of higher learning need to reach articulation agreements that recognize earned credits, and students then need to be informed of the advantages to be gained by enrolling in the classes. Without clear guidelines, misinformation and misperception guide decision-making and will keep students from enrolling in dual-credit and concurrent enrollment classes, particularly those that carry an added cost but uncertain benefits.

Conclusion

As accelerated learning programs continue to grow and spread across the nation, secondary schools and postsecondary institutions will need to join forces to ensure the strength of quality and access. More than 75% of graduating seniors indicate interest in pursuing higher education, yet more than half will abandon their studies before completion (Kim, Kirby, & Bragg, 2006). As Farrell and Seifert's (2007) Arizona case study demonstrated, only a quality program will lead to acceptance by all stakeholders. In addition, the fiscal benefits of dual-enrollment programs can include savings for the students, their parents, and the state. Most importantly, these programs may help create an important bridge or link between secondary and postsecondary education, helping to guide students in continuing their learning at either a community college or four-year college or university. Dual-credit/concurrent enrollment, however, is not the only model for attaining postsecondary credit, and educators in both secondary and postsecondary environments should be clear about the student population they hope to impact before choosing strategies to confer early credits. Helping students succeed and achieve their career and educational goals should be the foundation for all programs that award "early" postsecondary credits.

Current research indicates the critical importance of secondary and postsecondary institutions' working closely to establish dual-credit and concurrent enrollment program partnerships. These partnerships include a closer examination of faculty standards, the importance of inter-organizational coordination, creation of equitable financing mechanisms to support participation of low-income students, provision of student support, and outcomes assessment, including matriculation to college upon high school graduation.

Fontenot, in the article "Dual Credit: Raising the Bar or Lowering the Standard?" (2004), offers an assessment of the impact of accelerated learning on schools and students. The title embodies the discussions that Montana students, educational institutions, and policymakers need to have as they pursue accelerated learning in its myriad forms (whether AP, Tech Prep, dual-credit, or concurrent enrollment). Neither parents nor students will be enthused if classes in high school fail to match college rigor and lead to false assumptions of a student's capabilities. A dual-credit and concurrent enrollment program should not merely be a way of simplifying college in any respect; it should provide a legitimate pathway to postsecondary education. To offer such a pathway, the resources and qualifications of instructors and students must match those found in the colleges. However, educators, policy makers, students, and parents should think carefully about which accelerated learning options best suit the demographics of various schools and sub-populations within them. More research is needed to define the various objectives and outcomes of the many accelerated-learning programs around the country. As this discussion indicates, dual-credit and concurrent enrollment programs have been implemented in order to resolve senioritis, move highly motivated achievers forward, help entice struggling students toward post-secondary education, and reduce the time and cost of a college degree. AP programs, in contrast, have a specific audience: college-bound academically excellent students.

"Accelerated learning" is an umbrella term under which huddles a diverse group of programs including dual-credit, concurrent enrollment, AP, and Tech Prep. These programs share an aim: namely, better preparing "the student" for entry into post-secondary education. Which student each program aims to prepare and which type of post-secondary experience each best connects with, however, varies widely. Before embarking on a dual-credit or concurrent enrollment program or any other program intended to move students smoothly into postsecondary matriculation, both high school and post-secondary administration and faculty must seriously consider the profiles of students they wish to help. Not every accelerated learning program will fit every student.

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Dual enrollment, multiple paths, and diverse students: a look at options for enhancing entry into postsecondary education