Search EdWorkingPapers

CTE-Focused Dual Enrollment: Participation and Outcomes

Recent policy efforts have attempted to increase the number of dual enrollment courses offered within Career and Technical Education pathways and there is evidence to suggest that this practice is widespread. However, there is very little research on student participation in CTE dual enrollment and on its impacts. This study examines participation in the CTE dual enrollment pathway in North Carolina, finding that about 9% of North Carolina students participated in CTE dual enrollment courses in 11th or 12th grade and disparities in participation among subgroups were less than for college transfer dual enrollment courses. Using a quasi-experimental approach to examine the effect of the program, the study found that participation is CTE was positively associated with college credits earned in high school, graduation from high school, and overall enrollment in college within one year after high school. The study also examined results by subgroup.

Dual enrollment; Career and Technical Education; Pathways
Education level
Document Object Identifier (DOI)

EdWorkingPaper suggested citation:

Edmunds, Julie, Fatih Unlu, Brian Phillips, Bryan Hutchins, and Christine Mulhern. (). CTE-Focused Dual Enrollment: Participation and Outcomes. (EdWorkingPaper: 22-692). Retrieved from Annenberg Institute at Brown University:

Machine-readable bibliographic record: RIS, BibTeX