Dual-Enrollment Students Need More Support
A study by Helios Education Foundation and Florida State University found that while dual enrollment and accelerated pathways like AP and IB help Florida students reduce college costs and earn degrees faster, many lack proper advising and support during their transition to college. The research, involving 89 students and six administrators from four Florida universities, revealed that 72.5% of high school graduates participated in accelerated programs in 2024–25, but students often struggle with mismatched expectations and limited career guidance.
A new qualitative study by the Helios Education Foundation and Florida State University’s Center for Postsecondary Success examines how Florida students with advanced credits from dual enrollment, Advanced Placement (AP), and International Baccalaureate (IB) programs navigate college. Researchers interviewed 89 students and six administrators from Florida Agricultural and Mechanical University (FAMU), Florida State University (FSU), Florida International University (FIU), and the University of South Florida (USF) across summer 2024, fall 2024, and spring 2025 semesters. The findings highlight that while most students felt academically prepared for college, many encountered challenges due to misaligned expectations and insufficient advising. Some students reported college coursework felt easier than high school classes, while others found the pace overwhelming. The study also showed accelerated pathways reduce college costs and shorten degree timelines, but students often lack structured support to maximize these benefits. During the 2024–25 academic year, 72.5% of Florida high school graduates participated in at least one accelerated pathway, up from 63.2% four years prior—a nearly 30,000-student increase. About 30% specifically engaged in dual enrollment, making advanced credits increasingly common among incoming students. However, advisers frequently lacked preparation to support these students, particularly those who were academically advanced but developmentally early in their college careers. Researchers emphasized the need for targeted advising, graduation planning, and transition-focused support to help students thrive. Compressed academic timelines also left students with less time for internships and career-building experiences. Toby Park-Gaghan, associate dean for academic affairs at FSU, noted that simply enrolling advanced students in college is insufficient; intentional support is critical for their success. Paul Perrault, senior vice president at Helios Education Foundation, stressed that colleges must adapt to the changing student demographic. He urged institutions to implement structured advising models and transition-focused initiatives to better serve students entering college with advanced credits.
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