The COVID-19 pandemic has been painful, and its long-term negative impacts on equitable educational outcomes will unfurl for years to come. However, in spite of the disruption of the pandemic, education leaders have an opportunity to re-imagine and rebuild systems to be equity-centered in ways they have never been before. Dual enrollment holds this possibility for transformation. Dual enrollment, which allows high school students to take college courses for credit, has the potential to be a powerful lever for the success of California's high school and postsecondary students. Early exposure to college courses sets students on a trajectory to both attend and be successful in college. However, this opportunity is not widely available for all high school students, especially Black, Latinx, and Native American students. In fact, participation rates for Black and Latinx students are lower than for all students statewide. If students of color do not have equal access to dual enrollment opportunities, they cannot reap the wide-ranging and critical benefits that will move California closer toward its promise of educational equity and racial justice. This report analyzes data on dual enrollment at California's community colleges to determine the extent to which they are effectively serving students of color through equitable participation in dual enrollment. The authors found that K-12 local education agencies (LEAs) and community college districts are not doing enough to ensure Black, Native, and Latinx students are participating in dual enrollment at equitable levels. However, the authors also found that there are community college districts with equitable dual enrollment participation and many districts are not far from reaching fair participation. This report provides a set of recommendations to address disparities in dual enrollment participation and offers suggestions on opportunities for its equitable expansion. The authors hope local education leaders will use this information to set goals and prioritize dual enrollment opportunities, centering those students who are the least likely to have access to college. [This report received additional support from Tipping Point Community.]