Expanding Access to Career and Technical Education Through Dual Enrollment

Despite major policy investments in Career and Technical Education (CTE) and dual enrollment (DuE), little is known about how, and if, dual enrollment expands access to CTE coursework. This study examines participation patterns in high school-based CTE (HS-CTE) and dual enrollment CTE (DuE-CTE) among California’s 2022 public high school graduates, using linked administrative data from the California Department of Education and the California Community Colleges Chancellor’s Office. We find that nearly one-quarter of students engaged in CTE: 15.5% completed a high school CTE pathway, 6.3% enrolled in DuE-CTE, and 2.9% participated in both. DuE-CTE substantially broadened access to industry sectors such as Business & Finance, Public Service, and Education & Child Development, which are less commonly available in high school based programs. However, participation was not equitably distributed. Asian American students were more likely, and Black students less likely, to participate compared to peers; female students had higher DuE-CTE rates than male students; and students with higher prior achievement were disproportionately represented. Using school fixed-effects models, we show that disparities reflect both differences across schools in CTE offerings and within-school sorting mechanisms. This is one of the first studies to document CTE participation through dual enrollment, highlighting both the promise of expanded coursework opportunities and the persistent inequities in who benefits.