Dual Enrollment: A Unique Model Supporting High School Students Who Learn Differently

by Manju Banerjee, Ph.D.
Vice President for Educational Research and Innovation
Landmark College

Background 

Dual enrollment in high school is not a novel concept. Dual enrollment is loosely defined as “an organized system with special guidelines that allows students to take college‐level courses” while still in high school (Kleiner & Lewis, 2005). In recent years, there has been a significant increase in the number of students participating in dual enrollment programs. According to Hanover Research (2014), the National Center for Education Statistics (NCES) reports an average annual growth rate of over seven percent in dual enrollment programs. In many cases, the rationale for dual enrollment is that it allows an institution to offer higher-level courses to high functioning high school students. Another, equally powerful motivation is to offer an opportunity for at-risk students to develop familiarity with college level academic demands and attributes of higher education. 

Models of Dual Enrollment 

There are multiple variants of dual enrollment depending on course location, teacher credentials, student body composition, and participant selectivity (Hanover Research, 2013). The Hanover Report (2014) cites three models of dual enrollment: 

1. Students earn either high school or college credit through coursework, but do not earn both for a given course. 
2. Students earn both high school and college credit for the same course.  
3. Students earn college credit by taking college-credit bearing courses taught by college approved high school teachers on the high school campus. This is also called Concurrent Enrollment.

Dual Enrollment and At-Risk Students 

Many institutions offer dual enrollment for at-risk students. The 2013 Hanover Report recently summarized key considerations in providing early college programs for at-risk students that included: preparing students for effective transition to higher education, providing early support for at-risk students before they enter college, and giving students an opportunity for accelerated learning. The report found that “[m]ost early college high schools deliver courses in-person as in a traditional high school setting” (Hanover Research, 2013, p.4). The report also noted, “Research demonstrates, however, that at-risk students can benefit from online and flexible learning options. Some early colleges take advantage of this and offer all or some courses online, but these remain the minority” (Hanover Research, p.4). Online dual enrollment has the potential to reach many at-risk students around the country and gives them an opportunity to self-determine whether postsecondary education is the right option. Given that at-risk students drop out of college at rates significantly higher than their non-risk peers (Tyson, 2014), dual enrollment offers one of the best return on investment for at-risk students. 

Students who Learn Differently (LD) 

The at-risk population in high school is a diverse group. It includes non-native speakers of English, those from disadvantaged socio-economic backgrounds, and students at risk for academic failure due to executive function challenges. Students who learn differently, such as those with Learning Disabilities, including Dyslexia, Attention Deficit Hyperactivity Disorder, and college-able Autism Spectrum Disorder, fall within this category. It is well known that the online platform is not a favored mode of course delivery for these students (Berler, 2015). Students who learn differently are often challenged by the demands of self-regulation, time management, and independent goal setting--all critical success factors in fully online courses. Efficient deployment of executive function abilities is compromised when academic demands of reading, critical thinking, and communication are increased and heightened, as is the case in college. 

A Hybrid Model of Dual Enrollment for Students with LD 

For the past two years, Landmark College in Putney, Vermont, has been offering hybrid dual enrollment courses to LD-focused schools in the northeast. The model is based on Landmark College’s 30+ years of evidence-based pedagogical approaches to executive function challenges among college students with LD. At Landmark College, high school students earn college credits on courses that are offered fully online, but are facilitated face-to-face by a high school liaison at the high school. The Landmark College dual enrollment model is characterized by: 

• Fully online courses taught by Landmark College faculty who understand executive function and other learning challenges.  
• Close working relationship between the Landmark College faculty and the school liaison. This ensures that the high school students have the requisite executive function support and accessibility for the online learning environment.  
• Synchronous office hours with the Landmark College faculty to orient students to communicating with college faculty and advocating on their own behalf.  
• Small class sizes, with a minimum of five students and a maximum of 12 students. This allows for the customization of the learning environment and make it personally relevant.  
• Full integration of the online content instruction and the college-level study skills and learning strategies.  

The role of the high school liaison is critical within this model. The liaison acts as the “external” executive function complement for the student. S/he uses techniques borrowed from non-directive coaching and student centered academic advising, used at Landmark College. Throughout the course delivery, the Landmark College faculty, high school liaison, and Landmark College instructional designer work closely as a triad to set up a hybrid/online learning environment that is unique to this at-risk population. 

Learning to navigate commonly used learning management systems (LMS), such as Blackboard, Moodle, or Canvas, for the first time can be daunting for some students, especially as they enter college. Landmark College’s online dual enrollment experience provides LD students the experience and confidence they need to navigate in digital space. Particularly useful are skills for online communication. The online content delivery is informed by: (1) learning objectives that include content knowledge AND meta-cognitive awareness; (2) learning activities, that are anchored in student-centered approaches; (3) cognitive and physical accessibility to the digital space; and (4) learning outcomes that include qualitative and quantitative metrics. 

Landmark College is a New England Association of Schools and Colleges (NEASC)-accredited college offering two- and four-year degrees for students who learn differently. Examples of our dual enrollment courses include:  

• Introduction to Public Speaking (CO1071) 
• Introduction to Communications (CO1011) 
• Introduction to Computer Applications (CS1101) 
• Perspectives in Learning (FY1011) 

Each course is worth three college credits and is transferable to a wide variety of colleges and institutions of higher education around the country. 

Which students will benefit from taking Landmark College high school dual enrollment courses? 

• Students enrolled in “transition to college” track in high school, seeking College Prep and First Year Seminar courses
• Year 13 or “Gap Year” students
• Students seeking college credits while in high school
• Students interested in exploring targeted courses of interest
• Rising juniors and seniors interested in short-term summer programs

We are seeking to expand our dual enrollment course offerings and working with LD-focused high schools to customize the next stage of our dual enrollment expansion. If you interested in learning more about Landmark College’s high school dual enrollment program or are interested in working with us to customize a program for your school, please contact: 

Manju Banerjee, Ph.D. 
Vice President for Educational Research and Innovation 
Landmark College 
[email protected] 

References 

Berler, N. (2015, August). Online learning efficient but not always effective. Educause Review, Retrieved from: https://er.educause.edu/blogs/2015/8/online-learning-efficient-but-not-always-effective 

Hanover Research (2013). Early college programs for at-risk students. Washington, D.C.  

Hanover Research (2014). Dual enrollment: Models, practices, and trends. Washington, D.C. 

Tyson, C. (2014, September). To maximize graduation rates, colleges should focus on middle-range students, research shows. Insider Higher Ed, Retrieved from: https://www.insidehighered.com/news/2014/09/10/maximize-graduation-rates-colleges-should-focus-middle-range-students-research-shows