Dual credits and the community college pathway toward STEM degrees

What contributes to college students’ STEM success?

Prior research has explored factors that contribute to students’ STEM success. Many precollegiate factors influence a student's decision to choose a STEM major in college, including high school students’ math and science identities, self-efficacy, math achievement, and intent to major in STEM (Moakler & Kim, 2014; Wang, 2013; Zhang et al., 2021). Having a parent in a STEM occupation, the number of credits earned in advanced placement (AP) science courses, and different measures of academic performance in math (e.g., scholastic assessment test [SAT], GPA) are positively associated with choosing a STEM major (Crisp et al., 2009; Moakler & Kim, 2014; Starobin et al., 2016; Zhang et al., 2021). Conversely, attending a high school with a higher percentage of students in free and reduced lunch programs, being a woman, or being racially minoritized was associated with a decreased probability of choosing a STEM major (Crisp et al., 2009; Moakler & Kim, 2014; Zhang et al., 2021).

Many of the same sociodemographic and academic preparation factors related to declaring a STEM major continue to influence students’ STEM persistence and degree completion in college. Women and racially minoritized students were less likely to complete a bachelor's degree in STEM when compared to men and White students (Chen & Soldner, 2013; Mau, 2016). According to at least one national study, however, while being a woman was negatively associated with persisting in an associate degree in STEM, women at 4-year institutions in a STEM field were not significantly less likely to persist in their degree than their men counterparts (Chen & Soldner, 2013). Maltese and Tai (2011) found that high school students with higher ratings of their math and science abilities and who completed more science courses were more likely to graduate with a STEM degree. In another study, perceived preparation in math was associated with increased odds of persistence for first-generation students in STEM majors (Dika & D'Amico, 2016). Once students enter college, higher first-semester grade point average (GPA) and first-year college GPA are also associated with a higher likelihood of persisting in STEM (Crisp et al., 2009; Dika & D'Amico, 2016; Mau, 2016). STEM course-taking and performance in the first year, such as the number of STEM credits taken, the level of math courses taken, and performance in STEM classes are all related to college students’ persistence and degree completion in STEM at the associate and baccalaureate level (Chen & Soldner, 2013). While college students that are first-generation, transfer, and who needed developmental education were less likely to persist in STEM at the bachelor's level (Mau, 2016), students receiving a low level of grant aid (versus no grant aid) can also have a lower likelihood of completing a bachelor's degree in STEM depending on their initial propensities to major in STEM (Wolniak, 2016).

For STEM-aspiring community college students in particular, their academic performance, course completion, and course-taking patterns can contribute to transfer students’ STEM success at 4-year universities. Community college students who began at the lowest level of math or science courses, who were more likely to be women and racial minorities, were less likely to persist in higher STEM curricula than their peers (Bahr et al., 2017). Community college students that experience math misalignment, especially by being placed into a lower-level math class, are less likely to complete transferable STEM courses and less likely to persist in a STEM pathway (Park et al., 2021). Moreover, Fink et al. (2024) found that completing calculus in the first year of college was positively associated with students’ probability of successfully transferring up to a 4-year institution and completing a bachelor's degree in STEM. Similarly, enrollment in developmental math is negatively associated with community college students’ multiple STEM outcomes including persistence, credit accumulation, academic performance, upward transfer, and graduation (Cohen & Kelly, 2020). More recent developmental education reforms, such as co-requisite courses, are promising to improve students’ STEM outcomes (Logue et al., 2019; Park-Gaghan et al., 2023). Building academic momentum, which includes multiple measures of a college student's academic progress during the early phase of college (such as immediate enrollment after high school graduation, the number of credits earned in the first semester), especially through Math and Science courses, can significantly contribute to community college students’ STEM success (Chan & Wang, 2018; Wang, 2015, 2020).

Community college attendance, dual credit courses, and students’ STEM success

Community college students who aspire to transfer to a 4-year institution and earn a bachelor's degree in STEM must navigate multiple systems associated with transferring into a 4-year institution, generally, and persisting in or transferring into a STEM field, specifically (Bahr et al., 2017; Fink et al., 2024; Park et al., 2021). Due to persisting structure inequities, community college students’ social identities and social capital are associated with post-transfer success in STEM (Jackson et al., 2013; Jackson & Lanaan, 2015; Malcom, 2010; Reyes, 2011; Starobin et al., 2016). Despite historically underrepresented students (for example, students that are racial minorities, from lower socioeconomic backgrounds) building social capital through positive faculty and community interactions (Reyes, 2011; Starobin et al., 2016), the transfer experience into a baccalaureate-level STEM program remains to be saliently negative (Packard et al., 2012). For example, in Reyes's (2011) study, transfer students that are racially minoritized women experienced microaggressions from faculty that made them feel that they did not belong at the institution and expressed feeling ignored by classmates.

National studies on community college STEM pathways tend to view STEM success as successful transfer into a 4-year STEM major and completion of a bachelor's in a STEM program, with little focus on sub-baccalaureate degree completion in a STEM field (Bahr et al., 2017; Fink et al., 2024; Hu & Ortagus, 2019; Wang, 2015; Zhang, 2022). However, beyond upward transfer, obtaining an associate degree in either STEM or CTE fields provides community college students with the skills and credentials to build their academic and career trajectories in STEM (Lowry & Thomas-Anderson, 2017; Sublett & Tovar, 2021; Van Noy & Zeidenberg, 2014). For example, Lundy-Wagner and Chan (2016) mapped the CTE programs offered by the Virginia Community College System to clarify the critical role community colleges play in supporting students’ labor market success with both career-oriented programs and transfer-oriented programs under the larger STEM umbrella. While researchers have developed a specific conceptual model for CTE student success (Hirschy et al., 2011), policymakers and practitioners use secondary and postsecondary CTE programs to increase interest in STEM fields, teach STEM competencies, and promote completion of CTE credentials (Advance CTE, 2013; Smith, 2017).

Taking college-level courses in high school can particularly benefit students’ academic progress in STEM fields. For example, offering a dual credit advanced college algebra course in Tennessee was associated with a lower math remediation rate and increased enrollment in precalculus and AP math courses at treated high schools (Hemelt et al., 2020). Similarly, taking college algebra in high school positively affected college enrollment and graduation, but taking any dual credit course in general was not significantly related to any college success outcomes (Speroni, 2011). Increasingly each year, many high school students are initially introduced to college through dual credit courses with over 1 million dually enrolled students attending community colleges in 2021 (Education Commission of the States [ECS], 2022; Fink, 2023). The growth of dually enrolled students attending community colleges has significantly outpaced other sectors and it has increased by more than 500% over the last 25 years (ECS, 2022; Fink, 2023). Focusing on students’ STEM success, Minaya (2021) found that students who took dual credit college algebra were 9 percentage points more likely to major in STEM in college. The positive benefits of completing dual credit college algebra in high school were greater for Black and Hispanic students who were more likely to major and persist in STEM. Hu and Chan (2023) also noted the positive relationship between dual credit course-taking and majoring in STEM, especially at the baccalaureate level. This study sought to further examine if dual credit course-taking can support community college students’ STEM persistence and completion, providing practical implications for community college leaders and practitioners.

Highlight the benefits of dual credit on STEM success

Community college leaders and practitioners can highlight the STEM-specific benefits of dual credit course-taking to high school students. High school students who chose to participate in dual credit course-taking were motivated by the benefits associated with participation. For example, students expressed that dual credit provided a challenging schedule, cost savings, independence, college transition, and employment training (Burns & Lewis, 2000; Huntley & Schuh, 2002; Kanny, 2015; Lile et al., 2018). Conversely, as was noted in a study of Texas high school students, non-participants cited a lack of information and motivation as reasons for not enrolling in dual credit (O'Connor & Justice, 2008). Students with STEM aspirations may be more likely to participate in dual credit courses if they understand the STEM-specific benefits. Therefore, practitioners should incorporate information about the relationship between community colleges, dual credit course-taking, and STEM success into their recruitment strategies.

For students who completed a dual credit math/science course, the benefit to community college STEM success is substantial and this finding is consistent with prior research on the importance of early success in college math and science coursework with STEM outcomes (Bahr et al., 2017; Fink et al., 2024; Park et al., 2021). As success in first-year math and science upon entry into college is positively associated with STEM outcomes (Maltese & Tai, 2011), community college leaders can work with high school counselors, community college advisors, and dual credit course-taking coordinators to incorporate introductory dual credit math/science courses into local high school curriculum for STEM-aspiring students and to ensure equal access to these courses.

While prior research applauded the academic preparedness of dually enrolled students, it also emphasized potential challenges when it comes to students’ social engagement and emotional maturity to be successful in college-level success (Ferguson et al., 2015; Witkowsky et al., 2020). Given the significance of cocurricular and extracurricular activities for STEM-aspiring students, especially historically underrepresented students (Malcom & Feder, 2016; Reyes, 2011; Starobin et al., 2016; Starr & Minchella, 2016), it is critical for high school counselors and college advisors to support students with not only academic planning but also social engagement resources for holistic development. For example, as many early college in high school (ECHS) programs offer wraparound student services to ensure student success with curricular focus (such as STEM, arts), these programs have been noted to be particularly beneficial to historically underrepresented students in both academic and nonacademic contexts (Taylor et al., 2022; Woodcock & Olson Beal, 2013). Though current research on the impact of ECHS on students’ STEM success is based on small-scale programs due to the nature of these programs (Gilson & Matthews, 2019; Gnagey & Lavertu, 2016), community college leaders and practitioners should continue to highlight this particular type of dual credit programs in supporting students’ STEM success.

Streamline high school collaborations into STEM access and success strategy

Successful dual credit programs require effective collaboration between high schools and colleges (Haag, 2015; Piontek et al., 2016; Pretlow & Patteson, 2015). Because high school students’ self-efficacy and interest in math and science are significantly associated with eventual STEM success at all postsecondary levels (Moakler & Kim, 2014; Wang, 2013; Zhang et al., 2021), high school teachers and counselors are better positioned to address students’ questions and concerns related to dual credit courses. Piontek et al. (2016) study of dual credit programs across six Kentucky school districts highlighted the steps that high school counselors take to increase access to dual credit course-taking. For example, high school counselors were often the main form of support for dual credit-related concerns and lobbied for grants to offset student fees and transportation costs. High school partners are better equipped to identify students who have expressed interest in STEM and to allay student concerns that might otherwise preclude students from participating in dual credit course-taking.

From the program design perspective, effective high school and community college partnerships have also aligned other college readiness initiatives with dual credit programs. For example, Illinois’ transitional math program, which aims to increase college readiness for high school seniors and reduce developmental education needs, has successfully prepared high school seniors to be college ready in math since 2019. The program was intentionally designed with different math pathways, including a STEM pathway with particular college-ready requirements in math. With existing partnerships with local community colleges, some high schools were able to align both transitional math courses with dual credit courses to allow high school students to graduate not only college ready but with college credits (Hu & Creed, 2023). Thus, leveraging relationships with high schools presents major opportunities to expand dual credit programs broadly and to increase community college students’ STEM success.

Reimagine the role of CTE programs in STEM success

Community colleges should continue to explore the untapped resources in dual credit CTE programs at both secondary and postsecondary levels. Similar to general dual credit programs, dual credit CTE programs include stand-alone courses and holistic ECHS programs which require participating high school graduates to earn an associate degree in CTE fields (Taylor et al., 2022). Regardless, high school CTE programs positively contribute to students’ college enrollment, major choice in applied STEM fields, and employment (Cowan, Naito et al., 2020; Fletcher & Tyson, 2017), and they are used by some states to increase STEM proficiency (Advance CTE, 2013). There is an opportunity to work with high schools to align their secondary CTE programs with the skillsets needed for community college students to achieve CTE/STEM success at the postsecondary level.

As Karp (2015) described dual enrollment as structural reform, it is essential for community colleges to lead the narrative of defining and redefining the role of CTE programs in STEM education. For example, Wozniak and Palmer (2013) noted the benefits to students by potentially increasing the availability of dual credit CTE programs. Miller and Riccardo (2021) emphasized that students may choose to participate in certain CTE programs over others due to program design differences with respect to the availability of internships, work-based experiences, and postsecondary credit earning. Considering the capacity and flexibility of CTE programs in community colleges (Grosz et al., 2022), these programs have also successfully connected students with various opportunities, such as online education (Garza Mitchell et al., 2016), upward transfer (Karandjeff & Schiorring, 2011; Malcom & Feder, 2016), dual-credit courses (Lowry & Thomas-Anderson, 2017), second-chance Pell Grants (Davis, 2019; Thouin, 2021), and so on. Community college leaders and practitioners should continue to destigmatize CTE programs and their outcomes (Gauthier, 2020; Jackson & Hasak, 2014), exploring innovative ways for CTE programs to promote educational success and equity in STEM fields.