USCEE is a proud signatory of a letter submitted by the College in High School Alliance in response to the Integrated Postsecondary Education Data System (IPEDS) Technical Review Panel request for comments. Excerpts from the letter appear below:
On behalf of the undersigned members of the College in High School Alliance, we write to support the expansion of data collection on dual enrollment in IPEDS and the requests of panelists as part of the recently released Report and Suggestions from IPEDS Technical Review Panel #63: Capturing and Clarifying Dual Enrollment Data (Part II).
Policy cannot be deployed to address equity gaps in dual enrollment access and success until those gaps are properly understood and tracked. Disaggregated data regarding access and completion of dual enrollment programs is critical for equity goals to be meaningful and for specific policy solutions to be targeted towards student populations in need. The imperative to collect and deploy dual enrollment data on access and success has never been greater, given declining postsecondary enrollments and the need to accelerate student learning to address the impacts of the COVID-19 pandemic. Dual enrollment is an effective tool to address many of these challenges, but only when it is thoughtfully targeted at the students with the greatest need.
For these reasons, we strongly support the suggestions to increase data collection of dual enrollment access and success through IPEDS, as a critical lever to continuing to deepen our understanding of this expanding model. We strongly encourage that the panel’s discussions be incorporated into a robust set of recommendations for expanding dual enrollment data collection in IPEDS, and that the suggested follow up discussions on questions around finance and human resources take place in a timely manner.
For the full letter, please see https://drive.google.com/file/d/19q_weoFEUuMvPhOvnvWG3SLAkXiQHIOa/view