@EdWorkingPaper{ai26-1523,
title = "The Role of Course Delivery Modality in Dual Enrollment",
author = "Julie A. Edmunds, Brian Phillips, Christine Mulhern, Nina Arshavsky, Bryan C. Hutchins",
institution = "Annenberg Institute at Brown University",
number = "1523",
year = "2026",
month = "July",
URL = "http://www.edworkingpapers.com/ai26-1523",
abstract = {Dual enrollment, or college courses offered in high school, can be delivered using a variety of modalities. Conducted in North Carolina, this study uses a statewide dataset to examine participation in and outcomes for three different delivery modalities for general academic courses and Career and Technical Education (CTE) dual enrollment courses: 1) on the college campus; 2) online; and 3) at a high school/other location. We use a propensity score weighting approach to compare outcomes for students who took the majority of their courses in a specific modality with students who did not take any dual enrollment at all. Analyses show that the proportion of courses taken online has increased substantially in recent years with over half of dual enrollment courses taken online during the study period. Course success rates vary by modality with the highest pass rates for courses taught at the high school/other location and the lowest pass rates for CTE courses taught online. However, the impact analyses show positive impacts on postsecondary enrollment and credential attainment for all three modalities with some of the strongest impacts on bachelor’s degree attainment for online courses. Qualitative data provide high-level insights around strengths and challenges associated with each modality. We conclude that all three modalities are viable options for the expansion of dual enrollment.},
}