UC Merced data project: equitable college pathways

Leveraging dual enrollment and Advanced Placement access  and

participation to bridge gaps for Central Valley’s underserved students

BY ZENAIDA AGUIRRE-MUNOZ
Language, Learning, and Teaching Lab – UC Merced, 

In high school, I faced a disheartening roadblock that shaped my understanding of educational access. My counselor, upon reviewing my GPA, told me I couldn’t enroll in an Advanced Placement (AP) class. With a GPA of 3.7, I felt prepared to take on the challenge, yet I was told that it would be “too hard.” That moment left a lasting impression: I was deemed unqualified, not because of my potential, but because of an arbitrary barrier. Unfortunately, this experience is not unique, as many students face similar obstacles that prevent them from realizing their full academic potential.

Reflecting on the recent UC Merced, Landscape Analysis of Educational Opportunities in California’s Central Valley (funded by Bill & Melissa Gates Foundation), I see a more hopeful path unfolding for students facing similar challenges today. Dual enrollment programs, which allow high school students to take college-level courses, are emerging as a powerful alternative to AP classes. For Central Valley students, dual enrollment provides a more accessible pathway to college readiness, leveling the playing field and empowering students who might not otherwise have access to college-preparatory coursework.

The analysis highlights significant growth in dual enrollment participation rates across the Central Valley, with a rise from 3.3% in 2015 to 11.1% in 2021 among 11^th and 12^th graders. This rate has now surpassed participation levels in other parts of the state, reflecting a local commitment to increasing college readiness opportunities for students. However, disparities persist. For example, while dual enrollment access in Central Valley schools matches the statewide average, only 42% of Central Valley schools offer advanced placement (AP) courses, compared to over 50% in other California regions. This gap indicates that while dual enrollment is gaining traction, AP access remains limited for many students in the region.

Interestingly, the analysis reveals a critical finding about the relationships between race, poverty, and pathway access in the Central Valley. In high-poverty schools with large African American student populations, the likelihood of dual enrollment access increases, showing that targeted support for these schools may be especially effective. This finding suggests focused interventions in high-poverty areas with substantial Black student populations are already yielding positive results. For policymakers, this insight offers a promising direction for future investments in such programs, as it underscores the potential for impactful, data-driven interventions addressing the needs of specific communities.

The data also points to another interesting trend: schools with high proportions of Latinx students and high poverty are much more likely to offer AP courses compared to schools without a similar Latinx population. This relationship between high Latinx enrollment and AP access in high-poverty schools suggests AP courses are becoming a valuable college-readiness pathway for Latinx students in the region. By expanding AP support, educational leaders can further enhance college readiness for Latinx students, providing them with rigorous academic challenges that prepare them for higher education.

For students in the region, these findings are encouraging. They show a clear commitment to making college preparatory pathways more inclusive and accessible. The growth in dual enrollment, especially in high-poverty, predominantly Black schools, illustrates the tangible benefits of strategic educational support. These targeted interventions recognize the unique barriers faced by students in underserved areas and take concrete steps to dismantle them. Dual enrollment becomes not just a program, but a lifeline—an opportunity to prove what students can achieve when given the chance.

The analysis also highlights the importance of geographic considerations in educational equity. While urban Central Valley schools show higher rates of dual enrollment access, rural schools often struggle to provide the same opportunities. This urban-rural divide indicates a need for targeted investments in rural schools, whether through partnerships with local colleges, improved transportation options, or additional funding for program development. Addressing these geographic disparities is crucial to ensuring access for all students.

For Central Valley students, dual enrollment is a hopeful alternative to traditional AP courses, especially for those who may not meet the arbitrary criteria often attached to AP enrollment. My experience in high school could have been different if I had access to dual enrollment programs that prioritized potential over preconceived barriers. Today, the data paints a promising picture: dual enrollment is providing Central Valley students with that very opportunity, allowing them to bypass traditional gatekeepers and experience the rigor of college coursework firsthand.

As educational leaders and policymakers digest these insights, the path forward becomes clear: invest in dual enrollment for underserved communities, prioritize high-poverty areas with significant Black and Latinx populations, and bridge the gap between urban and rural school districts. By expanding these opportunities, we can create an educational environment that empowers every student to reach their fullest potential, regardless of race, geography, or socioeconomic status. This is the promise of dual enrollment, and it’s a promise that Central Valley students deserve to see fulfilled