WHEREAS, The California Community College system has expanded to include three primary categories of dually enrolled students, specifically high school students, adults seeking their GED, and incarcerated students, [1][5] and since California Community Colleges offer 97% of dual enrollment statewide at little or no cost to students, participation has continued to grow, [3] with nearly 165,000 high school students in the graduating class of 2025 alone enrolled in dual enrollment programs in California [2];
WHEREAS, Student governments across college campuses have not formally provided dually enrolled students with access to participate in decision-making processes or campus committees, and the general trend indicates a lack of formal inclusion in student governance; often, dual enrollment programs are primarily focused on academic credit, and the associated students are not always classified as full-time undergraduate members of the campus student body and frequently lack representation in student government even though they use campus services, take college classes, and contribute to campus life [6];
WHEREAS, Bridging the gap between dually enrolled students and the broader college student body is essential to ensure their voices are represented in decision-making processes, promote equity and inclusion on campus, improve engagement and academic outcomes, support a smoother transition to full-time college, and strengthen the campus community by incorporating the unique perspectives and contributions of the entire student population especially as the California Community Colleges Career Ladder Project emphasizes the importance of providing extracurricular activities that help dually enrolled learners succeed and feel a sense of belonging[1]; and
WHEREAS, Each category of dually enrolled students, including high school participants, adults seeking their GED, and incarcerated students, represents a wide range of needs, experiences, and accessibility requirements that should be considered in campus decision-making and student governance, [4][1] and although some high school districts and colleges across the state have created dedicated dual enrollment positions such as coordinators responsible for supporting these students, it is even more effective and meaningful to ensure that dually enrolled students themselves are represented [1]; Now, therefore, be it
RESOLVED, That the Student Senate for California Community Colleges support dually enrolled student voice and representation through a wide range of efforts that are equity focused and tailored to students’ various learning environments subsequently leading to increased representation in campus committees such as Academic Senate, and various other groups specific to individual institutions; and
RESOLVED, That the Student Senate for California Community Colleges, in instances in which dually enrolled students are unable to actively participate, such as with incarcerated students, encourage student body associations to create a liaison position to ensure their voices are heard.
Citations:
- Career Ladders Project: Equitable Dual Enrollment Policy to Practice Guide
- Public Policy Institute of California
- Association of Community College Trustees Report
- California Department of Corrections and Rehabilitation: Education for Incarcerated Students.
- California Department of Education Dual Enrollment Strategies
- Community College News: Strengthening Community on Campuses