High School Dual Enrollment in Florida: Effects on College Outcomes by Race/Ethnicity and Course Modality Summary Research Report Vivian Yuen Ting Liu CCRC Veronica Minaya CCRC Qing Zhang University of California, Irvine Di Xu University of California, Irvine October 2020 Address correspondence to: Vivian Yuen Ting Liu Postdoctoral Research Associate Community College Research Center Teachers College, Columbia University 525 W. 120th St., Box 174 New York, NY 10027 212-678-3091 Email:
[email protected] Funding for this study was provided by the Bill & Melinda Gates Foundation. The findings and conclusions contained within are those of the authors and do not necessarily reflect positions or policies of the foundation. Abstract This report presents findings on the relationship between taking community college dual enrollment courses—in which high school students earn high school and college credits simultaneously—and college outcomes among Florida public high school students. It analyses dual enrollment course-taking by racial/ethnic group (Black, Hispanic, White) and course modality (face-to-face on-college-campus, face-to-face off- campus, and online). The report includes (1) a descriptive analysis of the demographic characteristics and outcomes of dual enrollment participants and (2) multivariate regression analyses of the associations between dual enrollment participation and college outcomes, controlling for a rich set of student and school characteristics. The analyses use transcript-level unit record data on two cohorts of Florida students who started public high school in 2007 and 2012 and were tracked through high school and into Florida state colleges (community colleges) and universities. We find that Florida high school students who took dual enrollment courses were more likely to be White, female, and from more affluent backgrounds than those who did not take dual enrollment courses.