Rural, neurodivergent and other underrepresented K12 students have more opportunities to envision themselves in higher education as Arizona State University’s dual enrollment programs grow nationally. Accessibility plays a central role in the university’s growing footprint.
High school students who earn college credit earn bachelor’s degrees at higher rates than those who don’t, inspiring state and education leaders to spearhead new approaches.
However, typical dual enrollment formats require a college and school district to be near one another, says Sarah Bixler, senior director of Accelerate ASU, Arizona State University’s dual enrollment program.
This can jeopardize college access for rural students, who often live in regions cut off from higher education. Since 2021, only 21% of rural Americans aged 25 or older have obtained a bachelor’s degree, compared to 35.7% of non-rural adults. College attainment for rural learners may worsen if institutions continue to close.
“Geography shouldn’t dictate opportunity,” Bixler says. “We can’t assume that certain students aren’t interested in going to college.”
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Neurodivergent children are also typically shut out from early exposure to college. Learners with ADHD, autism, anxiety disorders and other developmental disabilities tend to struggle in traditional classroom settings and don’t have a qualifying GPA.
Regardless of a district’s location or student makeup, many can’t find credentialed K12 teachers and staff who can lead dual enrollment initiatives.
Arizona State is carving a new path. Elma School District in rural Washington tripled its four-year college-going rate in just three years and increased overall postsecondary participation by 20%, according to Superintendent Christopher Nesmith.
Students in Gateway Academy in Arizona, a private school for neurodivergent learners, often take 10 or more college-level courses before graduation, Bixler says.
“Ability has really never been the barrier,” she says. “When we provide the opportunity, students are rising to the occasion.”
Developing accessible dual enrollment courses
Since 2021, Accelerate ASU has enrolled over 29,000 students (including 11,000 in the last academic year) from over 550 K12 schools across the U.S. The key to this growth is removing barriers that inhibit learners from applying, while supporting underresourced districts and staff, Bixler says.
There is no minimum GPA and all learning materials are embedded in the course. This removes textbook costs while providing built-in accessibility features for learners with disabilities.
All classes are asynchronous, allowing school districts to program curriculum on their own schedule. This is especially helpful for districts experimenting with new school schedules.
Perhaps the most vital aspect of Arizona State’s model is how it delegates staff workload. University faculty teach, grade and design all courses, eliminating the need for high schools to hire credentialed staff.
District teachers still play a vital role in supporting learners. For example, staff at Palmetto Bay Academy in Miami, Florida, teach neurodivergent students how to email their instructors and manage time to balance their coursework.
Teachers who bring the coursework to life increase student engagement and completion, Bixler says. “Local support is the biggest indicator for success. We don’t want kids to think that college is boring computer work.”