CLSBA | Credit Where Credit is Due: Dual Credit for Dual Enrollment

Multiple studies have consistently demonstrated that students participating in high-quality dual enrollment in high school have stronger educational outcomes, including higher rates of high school graduation, increased college enrollment, and improved college persistence and completion rates. For dual enrollment to effectively serve as an equity-driven strategy that accelerates student achievement and narrows educational gaps, students must earn dual credit, high school credit toward graduation for the college courses they successfully complete.

In California, dual credit policy is a local school board decision, and there is wide variability across th state. This variability can impact student access, equity, and outcomes. Understanding and navigating these differences is crucial for educators, administrators, trustees, policymakers, and community stakeholders committed to advancing educational equity and student success.

This session will examine an array of dual credit board policies. Participants will explore promising practices, common challenges, and innovative policy solutions. Additionally, the session will foster dialogue about how equitable dual credit policies can expand college access and completion, particularly for historically underserved student populations. Attendees will leave with actionable insights, strategic considerations, and a deeper understanding of policy levers that can enhance dual enrollment’s role as an effective equity strategy.

Presenters: Naomi Castro, Chief Program Officer, and Laurencia Walker, Director

This is the second of two CLP sessions at California Latino School Boards Association (CLSBA) Unity 2025.