UCLA

In California, college readiness is an ongoing concern as the state pushes to increase college completion rates. Dual enrollment has expanded rapidly as a strategy for increasing college access and preparing students for postsecondary education. This qualitative study examined how former participants in California’s College and Career Access Pathways (CCAP) dual enrollment program perceived the influence of their dual enrollment experiences on their college readiness and transition to higher education. Data were collected through semi-structured interviews with 19 former CCAP students who participated in dual enrollment on their high school campuses between 2022 and 2025 and completed at least six units of college coursework after graduation. The results indicated that both first-generation and continuing-generation students perceived CCAP dual enrollment as beneficial for college readiness by providing early exposure to college expectations, independent learning, time management, and college-level coursework. However, students had limited exposure to college support services and the social environment of college, and some, particularly STEM students, still struggled with increased rigor and independence after transitioning to a university. The findings suggest that although high school-based dual enrollment can support college readiness, simply providing access to college coursework may not fully prepare students for the academic and institutional demands they will encounter after high school. This study can guide higher education partnerships in understanding the value of dual enrollment for college readiness while identifying ways to strengthen the authenticity of dual enrollment experiences.