Early college courses are among the most effective strategies for closing the opportunity gap in education. However, across many school systems, access to rigorous coursework remains uneven, often reflecting differences in race, income, and neighborhood rather than student potential. Early college and dual enrollment programs offer a powerful way to disrupt these patterns by expanding access to college-level learning during high school.
Research consistently shows that students who participate in early college programs are more likely to graduate from high school, enroll in college, and complete postsecondary degrees. This is especially true for students who are low-income or the first in their families to attend college. Longitudinal studies of Early College High Schools demonstrate significant increases in college completion rates, particularly associate degrees, with measurable gains in bachelor’s degree attainment as well (Edmunds et al., 2024).
These programs also function as an important structural equalizer. Historically, advanced academic opportunities such as AP and honors courses have been concentrated in more affluent schools, limiting access for many students. Dual enrollment helps address this imbalance by embedding college-level coursework within the high school setting. The Community College Research Center describes early college pathways as a critical “on-ramp” to higher education, particularly for students who might not otherwise envision themselves in college (Fink & Jenkins, 2023).
In addition to expanding access, early college experiences strengthen student engagement and academic identity. Students who participate in dual enrollment are more likely to develop confidence in their academic abilities, increase attendance, and persist through challenging coursework.
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However, access alone is not sufficient. Opportunity without support can create unintended harm, particularly when students are placed into rigorous courses without adequate preparation or guidance. In such cases, early college programs risk becoming another broken promise for students who are already underserved. True equity requires readiness, scaffolding, and sustained support.
For this reason, early college expansion must be built through collaboration among students, families, schools, and higher education institutions. Families must be engaged as partners so they understand expectations and can support student progress. Schools and colleges must align curricula, advising systems, and instructional supports to ensure that students are not only admitted into college-level courses, but are also positioned to excel.
When these systems work in isolation, opportunity becomes fragmented. When they work together, opportunity becomes transformative.
Closing the opportunity gap requires more than expanding programs, it requires building coherent systems of support around students. When students, families, —especially multilingual and minority families—schools, and colleges come together with shared responsibility, early college pathways can move from isolated opportunities to sustained engines of equity and achievement.
(This Op-Ed was submitted to Amjambo Africa by Abdullahi Ahmed, Ed.D)
Editor’s Note: This Op-Ed originally appeared in the early July 2026 print edition of Amjambo Africa.
