This paper presents a peace action plan for strengthening Early College and Dual Enrollment programs at a Hawaii community college, using the Ceeds of Peace action planning framework. The plan addresses four phases: envisioning a shared future, identifying focus populations and barriers, developing a toolkit of interventions, and sustaining long-term success. Drawing on state data showing that dual credit participants enroll in college at significantly higher rates than non-participants, the paper argues that structured support systems — covering recruitment, in-class scaffolding, college application guidance, career planning, and dedicated funding — are essential to closing achievement gaps and promoting educational equity for economically disadvantaged and underserved students in Hawaii.
Dual enrollment (also called concurrent enrollment) and Early College provide options for high school students to enroll in college courses and receive credit, both for high school and college. The success of Dual Enrollment and Early College in Hawaii has been substantial. Not only are participation rates high and continuing to rise, but students who participate in these programs are more likely to matriculate at college and also more likely to complete their college education (Lee, 2016). Moreover, Dual Enrollment and Early College opportunities have narrowed the achievement gap among students in Hawaii by helping economically disadvantaged students gain access to college education (Lee, 2016). Yet research has also shown that low-income students and students of color are not reaping as many benefits from dual enrollment and Early College programs (Taylor, 2015). Therefore, it is important to continue supporting these programs and to identify how they can be improved.
A shared future for the university is part of the "manifestation of peace" vision of this action plan (Ceeds of Peace, 2018). The vision is for the university to become a hub for learning, to expand opportunities to underserved individuals and communities, and to open pathways and doorways to personal and professional advancement for all members of the community. Peace is promoted in specific ways, such as by creating a supportive campus environment for the high school students in Early College and Dual Enrollment courses, or for incoming students who participated in these programs while they were in high school. Furthermore, the vision of peace includes providing the financial, emotional and psychological, social, and political supports these students need to complete their college education and fulfill their ongoing personal and professional development goals. Early College and Dual Enrollment help fulfill all of these objectives by providing "academic pathways" for high school students, both those who go on to enroll at the university and those who attend college elsewhere (Bragg, Kim & Barnett, 2006, p. 6). Community colleges already play critical roles in helping underserved or underrepresented populations, making it especially important for the institution to integrate Early College and Dual Enrollment programs more successfully into its policy and curricula.
Early College and Dual Enrollment offer high school students the opportunity to take college courses for credit. In most cases, families do not need to pay for Early College and Dual Enrollment programs, although each specific program has different funding and payment strategies (Barnett, Maclutsky & Wagonlander, 2015). The credits earned from these programs count toward high school graduation requirements and can also be transferred to college credits upon enrollment in a college or university.
Also part of the shared vision for the future is ensuring a return on investment for state-funded Early College and Dual Enrollment programs. These programs receive funding from multiple stakeholder groups, including private grants, federal grants, and state government (Trifonovitch, 2017). Every institution of higher learning in the state has an interest in seeing students achieve high rates of college enrollment and completion. Evidence shows that participation in these programs is a "strong predictor" of student enrollment in and completion of college education (Hoffman, Vargas & Santos, 2009, p. 44). State-specific data shows that 81% of high school graduates in Hawaii who have dual credits enroll in college, compared with 52% of those who do not (Lee, 2016). Economically disadvantaged students stand to benefit the most from Dual Enrollment and Early College, going to college at almost double the rate of their counterparts without dual credit (Trifonovitch, 2017). As Lee (2016) also points out, economically disadvantaged students with dual credits stay in college longer and have higher completion rates. Supporting Dual Enrollment and Early College therefore helps build a vision for a better future for all Hawaiians.
The specific area and population of focus for this peace action plan is the university, most importantly its student body and prospective students. Additionally, the action plan encompasses all institutional stakeholders, including associated educational institutions and organizations, organizations in the private sector, and the state Department of Education.
According to the Ceeds of Peace (2018) action plan model, it is important to identify both the factors that contribute to the success of the vision and the barriers that need to be overcome. The factors that contribute most to the success of an effective, inclusive, and supportive Early College and Dual Enrollment program include the ongoing support from the community, particularly as student enrollment numbers continue to rise. Researchers and social scientists are also helping to support the vision by demonstrating to stakeholders that these programs are working, and educators have generally been receiving the support they need.
However, there are several barriers, conflicts, and challenges that must be overcome if Dual Enrollment and Early College programs are to be accessible to all high school students in Hawaii. The university can also do more to provide a support system for the high school students enrolled in college classes on campus, as well as support services for college students to ensure degree completion. As promising as initial statistics have been, these programs are also "partially implemented or underutilized, partly because of insufficient government financial support or inadequate institutional capacity and commitment" (Bragg, Kim & Barnett, 2006, p. 6). Governmental and private-sector financial support have therefore been identified as key areas of concern when "preparing the soil" for success. Similarly, while institutional capacity and commitment are strong, administration can do more to assist students who are in dual credit courses or who have enrolled after receiving Early College credits.
Ultimately the goal is "helping students overcome hurdles or fill in gaps that would otherwise stand in their way" (Bragg, Kim & Barnett, 2006, p. 6). Those hurdles include a lack of cultural competencies or culturally appropriate pedagogies, and a lack of peer-based social supports such as formal clubs and organizations, study groups, or mentors. Each of these issues can be addressed by school administration through corresponding organizational structures, institutions, and policy. Taylor (2015) points out that economically disadvantaged students especially need "non-cognitive and psychosocial supports" built into dual credit programs in formal ways (p. 355). State and federal educational policy has been broadly supportive of Dual Enrollment and Early College, but increased funding would certainly help bolster the efficacy of these programs and measurable student outcomes.
Inequality on campus is a barrier to peace and an impediment to social justice goals. The community college has traditionally been the gateway to higher education for the most disadvantaged and underserved members of the community (Bragg, Kim & Barnett, 2006). There are several points in the system at which underserved students may be at risk of falling behind their more advantaged peers. One such stage is at the point of entry, in high school. Early College and Dual Enrollment programs need to be highly visible to minority and underserved high school students to overcome inequities in access and success rates (Taylor, 2015). High school educators and administrators need to conscientiously promote these programs in an egalitarian and culturally appropriate manner. Accessibility also requires awareness of how to apply, how to complete forms successfully, and how to obtain additional funding when necessary.
A second point at which students may not reap the full benefits of Dual Enrollment and Early College is during the college credit course itself. Educators need to be aware of what students need in terms of affordable books, technologies, and access to the full range of learning opportunities. Similarly, educators need to pay attention to how high school students are responding in the classroom and identify pedagogical practices that might help build trust and support. All students would also benefit from a "small, personalized environment" in the dual credit courses (Barnett, Maclutsky & Wagonlander, 2015, p. 39). Emphasis should be placed on course completion and learning goals. Promoting peace on campus means helping all students feel safe, supported, and fulfilled.
A third node of potential vulnerability for students is what to do once they complete their Early College or Dual Enrollment course and wish to apply to college. While almost all (90%) of students claim to want a college education, only about 60% actually enroll, and of those, nearly half fail to complete their intended degree program (Bragg, Kim & Barnett, 2006). Of those students who do complete their degree as planned, many — especially those from middle- to lower-income brackets — do not reap the financial or career benefits expected from their substantial investment of time, energy, and money (Bragg, Kim & Barnett, 2006). To overcome these social, political, and economic obstacles, it is important to have in place policies and procedures that encourage access to enrollment, programs that aid students in degree completion, and effective job placement and career planning services throughout the college career.
"Practical tools and interventions at each program stage"
"Funding, policy, and evidence-based long-term strategies"
Creating peace in the world of higher education requires collaboration and community action. Multiple stakeholders participate in the Dual Enrollment and Early College programs in the state of Hawaii. The results have been promising, helping reduce achievement gaps and promoting a more egalitarian and peaceful college environment. To sustain these successes, the university can take several action steps. These steps include improving the promotional strategies and recruitment techniques used for Early College and Dual Enrollment, offering students a range of scaffolding and formal support services throughout their program, helping students prepare for and enroll in college, and ensuring that students complete their degree and obtain a desired career. By taking concrete action steps that include leadership development, organizational structure changes, and policy analysis, educators in the state of Hawaii pave the way toward peace: peace through education.
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