Model Program

Dual Enrollment in Two States: Florida and New York City

CUNY—College Now
101 W. 31st Street, 14th Floor
New York City, NY 10001

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Contact Information:
Eric Hofmann

Program Specification:






Strong Evidence of Effectiveness

Age/Grade Level:

Target Settings:

Target Groups:

High School

Inner City



Other Participation Criteria:

All Ethnicities


Dual enrollment (DE) provides high school students with the opportunity to take college courses while still in high school, and often to gain dual credit at both the high school and college levels for these courses. Although DE originated as a strategy to enhance the high school experience of high-achieving students, there has been a growing emphasis on DE as a college access strategy for students from groups historically underrepresented in higher education. Increasingly, dual enrollment is viewed as a means for raising the academic rigor of high school curricula, more closely aligning K-12 education with post-secondary education requirements, reducing the need for remediation, and providing students with college knowledge. Dual enrollment is also considered a means to reduce the cost of a college education, by reducing the time it takes to earn a college degree. Currently 42 states have policies that govern dual enrollment programs. Dual enrollment has become an increasingly popular mode of instruction for career and technical education (CTE) programs, reflecting a broader movement to integrate CTE courses with college preparation and provide students with more options for pathways to post-secondary education and living-wage jobs. New York City and Florida State, the subjects of these evaluations, both have large, well established dual enrollment programs that include CTE offerings. Florida has some of the most expansive DE legislation in the country, allowing all students who meet eligibility criteria to dually enroll and requiring school districts to enter into partnerships with local community colleges. Florida has also developed a unique regulatory framework for DE. The City University of New York's (CUNY) College Now program is the largest urban district dual enrollment program in the country, and it is free to all New York City public high school students. Every two- and four-year college in the CUNY system participates in the program, with a standardized application process. College Now's goal is to help students meet high school graduation requirements and to ensure that graduating students are ready to do college-level work.

Program Descriptors Include:
Professional Development

Strategies for Locating Students:

Starting Date: 2001
Students Served Per Year: 500+
Reenrolled Students with Disabilities: N/A
Last Verified: 2009

Risk Factors:

Protective Factors:

Program addresses the following:

Individual factors

  • Low educational expectations

Program promotes the following:


  • Opportunities and rewards for pro-social involvement
  • Involvement with positive peer activities


  • High expectations by community, family, school, and self

Program Resources:

Annual Cost:


Funding Sources Include:

Program Staff Includes:

State Agencies
School Districts


Materials Used:

Supporting / Partner Organizations:



Evaluation Information:

CCRC Study: Participation in dual enrollment in Florida was associated with increased likelihood of high school graduation, enrollment in post-secondary education, persistence in college, college grades, and the accumulation of college credits. CTE students experienced the same advantages from dual enrollment as non-CTE students. Dual enrollment had a particularly strong effect on post-secondary enrollment for males and low income students. The study found similar results for the New York City College Now program, though less consistently than in Florida. New York City CTE students who had dually enrolled were more likely to pursue a bachelor's degree, had higher first-year college GPAs, and accumulated more college credits than their peers. CUNY Study: Former College Now students had higher first-year college GPAs and faster credit accumulation than the general population of entering college students. Participation in College Now was also associated with increased persistence to a third semester in college.

How evaluation data was collected:
Outside experimental studies
Data collected and analyzed at state or organizational level

Additional Evaluation Information: