In OUSD dual enrollment courses, students most often identify the point person as their main source of support, at higher rates than the instructor, peers, or family¶

Claim · All claims
Evidence · 1 study · qualitative r? · q1
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? When surveyed about their main support in dual enrollment courses, OUSD students identified the point person at higher rates than the instructor, peers, or family. → Terrell 2026

Evidence¶

Terrell 2026¶

Terrell, J. H., Mathias, J., Roldan-Rueda, D., & Blanchard, A. (2026). Making dual enrollment work: Solving the access–success paradox with OUSD’s point person model. WestEd. https://eric.ed.gov/?id=ED681373

q1 · i? · qualitative · r?

A student survey reported in the report's discussion section; the article gives no sample size, percentages, or test statistics, only the qualitative pattern that students "frequently identified the point person" most often.

"When surveyed about who provided their main support in dual enrollment courses, students frequently identified the point person at higher rates than they did the instructor, peers, or family."

Discussion¶

Related Claims¶

• OUSD's open-access dual enrollment program maintains an 82 percent course pass rate among predominantly first-generation, low-income students and students of color — related
• Students from socioeconomically disadvantaged backgrounds fail dual enrollment at higher rates than equally achieving peers, with the gap widening as achievement rises (the readiness illusion) — related
• Staying motivated was the most pervasive challenge of learning remotely, and students missed instructor feedback, peer collaboration, and hands-on experiences — related