Automatic enrollment of historically underrepresented students into dual enrollment as part of pathway sequences¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Recognizing that historically underrepresented students often do not self-select into advanced coursework, approximately one third of OUSD's schools "take a proactive approach by using automatic enrollment," placing students directly into dual enrollment courses as part of career pathway sequences or to fulfill graduation requirements. Schedules are developed and followed by counseling conversations about enrollment and college course expectations. Students may drop classes but typically remain because they understand the benefits, find the course interesting, and are supported by wraparound services.

Design Implications¶

Context¶

Requirements¶

• Open-access eligibility (time in schedule and on-track for graduation), counseling conversations accompanying placement, and wraparound support infrastructure

Constraints¶

Target Learners¶

• First-generation students and students historically underrepresented in college coursework

Target Learning Goals¶

• Equitable participation in college coursework during high school

Related Strategies¶

• Point Person Role Ousd Dual Enrollment
• Weekly gradebook monitoring with a 70 percent threshold and templated early-warning interventions

Examples¶

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Key Sources¶

• 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