Mississippi high school students participating in dual-credit courses boast the highest college enrollment rates in the nation, according to a recent analysis. Generally, students who take college courses while still in high school tend to attend college in greater numbers compared to their peers. A study released earlier this year by the Community College Research Center at Teacher’s College, Columbia University indicated that 81% of dual-credit students nationwide proceed to college after high school. In Mississippi, this figure rises dramatically to 93%, highlighting that the majority of students who take college-level courses during high school enroll in either two- or four-year institutions.
John Fink, a senior research associate and program lead at the research center who contributed to the study, remarked on Mississippi’s impressive standing, saying, “When we did this ranking, boom, right to the top it went.” State officials suggest that there is likely no single reason for this high enrollment rate among dual-credit students. In Mississippi, “dual credit” refers to courses that count for both high school and college credit, which is distinct from “dual enrollment,” where a high school student is registered at a community college.
Over the past decade, the number of students in Mississippi taking du?al-credit courses has skyrocketed. In 2014, approximately 5,900 high school students participated in such programs, according to data from the Mississippi Community College Board. Currently, that number has surged to more than 18,000 participants.
Kell Smith, executive director of the Mississippi Community College Board, noted the various benefits of dual-credit courses that have contributed to their popularity. These programs not only shorten the time needed to complete post-secondary education but also have the potential to reduce student debt as these courses are taken during high school. Furthermore, they provide students with a glimpse into what college coursework entails.
Officials attribute Mississippi’s success in dual-credit programs to multiple factors. Having earned college credits, students may feel more motivated to pursue a college degree, as it seems more attainable. Additionally, dual-credit courses can help build confidence among students who may have been uncertain about enrolling in college, without the pressure of significant testing. The accountability model from the Mississippi Department of Education guarantees that school districts offer advanced courses, including dual credit.
The presence of 15 community colleges throughout the state also facilitates access to dual-credit courses for districts that might lack Advanced Placement offerings, allowing partnerships with nearby community colleges. Fink added, “They’re sometimes like the only provider in many communities, and they’re oftentimes the most affordable providers.”
While test score prerequisites can present challenges for students aspiring to enroll in dual-credit courses, this is less of an obstacle in Mississippi. Students need to achieve a score of 19 on ACT Math, which exceeds the state average; however, a score of 17 on ACT Reading suffices for some courses, this being below the average of 17.9. Many high schools have also addressed transportation issues by offering dual-credit courses directly on their campuses, allowing students to attend without lengthy commutes.
Wendy Clemons, associate state superintendent for secondary education, explained, “They can leave one classroom, go next door, and they’re sitting in a college class.” This system fosters closer relationships between school counselors and dual-credit students, which can encourage more students to contemplate post-secondary education. Clemons pointed out the ease of transitioning to college life: “It is much less difficult to graduate and not go to college when you already possess 12 hours of credit.”
Community awareness plays a significant role as well. Clemons mentioned, “First of all, I think parents and community members know more about it; they have almost come to expect it, in a way.” The culmination of these efforts translates into tangible benefits for the students—those who participate in dual-credit courses are generally more likely to complete their college degrees on time and incur less debt along the way.
However, the advantages are not ecumenical across all demographics. Research has shown that Black students, both in Mississippi and nationwide, are less likely to take advantage of dual-credit programs. Fink noted, “The challenge like we see in essentially every state is that who’s in dual enrollment is not really reflective of who’s in high school.” While the reasons for this gap require further investigation, preconceived notions about who qualifies for dual-credit enrollment and disparities in resources across school districts are considered significant factors.
Fink questioned whether societal perceptions liken dual enrollment to a gifted and talented program, suggesting it carries a stigma that may deter broad participation. Additionally, the cost of dual-credit courses varies throughout the state, which means that students’ financial responsibilities differ depending on their school district’s arrangements with local colleges and universities. This inconsistency poses equity challenges, impacting not just students but institutions as well.
Smith stated, “We’ve seen that dual-credit at the community college level can be a double-edged sword,” as it can lead to decreased enrollment at community colleges. Despite the discounted rates offered for dual-credit courses, colleges may find themselves facing financial strain due to reduced revenue as more students opt for these less costly options. Smith further explained, “The more students that you have taking dual-credit courses, the more the colleges can lose.”
State representatives are working towards transforming this double-edged situation into a mutually beneficial scenario for students and educational institutions. A progressive avenue being explored is career-technical education, as a majority of current dual-credit students enroll in academic courses necessary for general degrees. Clemons highlighted that “CTE is far more expensive to teach,” and Smith expressed hope for an increase in dual-credit offerings specifically for career-technical classes. He remarked, “If a student knows they want to enroll in career-tech in one of our community colleges, let’s load them up,” which would facilitate a quicker transition into the workforce for those pursuing a vocational path.