Access

Diversity?

White, financially secure, female students take dual credit classes at a higher rate, and show greater postsecondary success. (Tobolowsky 2016)

From 2001 to 2015, Hispanic students 15.6% and 10.6% of Black students were able to take dual credit courses, compared to 24.7% of White students.

By 2018 - Nearly 50% of dual credit students were Hispanic, but Black students were only about 8%. (Dey 2024)

Cost of Enrollment

Economically disadvantaged students may find themselves unable to cover the time and expense necessary to participate in these programs. Tuition, fees, transportation, books, and other expenses can make dual credit classes untenable. (Mikulik 2022)

Grades

Some dual credit programs require the completion of prerequisites and the passing of exams in order to qualify for some dual credit programs. This can give an advantage to those who already have support. (Miller 2018)

Lack of Social Capital

Economically disadvantaged and first-generation students can often lack the social knowledge necessary to enroll, participate, and navigate both the high school and college dual credit program. (Tobolowsky 2016)

Improving Access

The Islander Academy here at TAMUCC offers reduced or no tuition for those qualifying for reduced or free lunches at local high schools. https://www.tamucc.edu/islander-academy/index.php

Expand access to Advising both in High School and in college so that students can understand the advantages and disadvantages of dual credit. (Miller 2018)

Close cooperation between high schools and colleges can ensure that students are being adequately prepared for higher level studies.

Expanding access to scholarships and other forms of financial aid can ensure that students are able to make full use of their credits.

Page updated

Google Sites

Report abuse