AB 288 dual enrollment: from policy to practice

This study explores how the legislative goals of AB 288 dual enrollment are understood and externalized by the policy adopters, administrators, and supporters interviewed and what impact these differences in understanding have had on the implementation of CCAP dual enrollment. Three cases were created based on twenty-two interviews with policy adopters, administrators, and supporters, across three community college districts and five high school districts. The findings reveal that implementors' understandings of the intent of the legislation becomes apparent in how they approach three characteristics that differentiate CCAP dual enrollment: dual enrollment access by under-represented student populations, expansion of dual enrollment beyond high performing students, and the creation of defined pathways to support students entering college. A key recommendation is that the discussions about who is being served must be centralized. This study provides context for critical conversations around dual enrollment partnerships, identifying key decision points and influential factors throughout the initial years of a CCAP initiative.