Get stories like these delivered straight to your inbox. of e-mail. Sign up for The 74 newsletter

One of the ninth graders at my school, Veritas Prep Charter School in Springfield, Massachusetts, was struggling. He constantly started fights in the hallway and did not attend classes regularly. He had all the indicators of a potential school dropout. The way I responded to her needs is probably not what you might expect.

She was directed to enroll in early college classes.

Early college or dual enrollment courses are growing in popularity. Conformable Community College Research Centerthe number of students taking early college courses nearly doubled between 2011 and 2021. And for students in my home state who enroll in these courses double the chances that they will start college immediately after graduating from high school and then persist for a second year.

However, this opportunity does not unfold equally. A recent one report showed that in Massachusetts, 64 percent of dual-enrollment students are white, while only 10 percent are black and 14 percent are Hispanic. Eighty percent come from high- or middle-income neighborhoods, while only 20 percent are from high-poverty areas.

How can schools close these gaps and allow more students to benefit? Embracing the idea that with the right support, everyone can succeed in them.

There are many essential elements to establishing a successful early college program.

First, get all students to sign up. When these programs are limited to only some students, it creates a deficit mentality that others are not college material. In the early college program starting in 2022 at my high school, all students must attempt at least one college class, some as early as 9th grade. This sends the message that all students can reach their full potential in a college environment.

Second, they engaged higher education partners whose teachers are open to teaching high school students. At my school, all college classes are taught by teachers. Some come to Veritas to teach their classes, while for other classes, students travel to local colleges.

Third, make sure the courses will earn students college credit. These courses must have the necessary rigor so that students earn credits that will travel with them no matter when or where they choose to use them. Right now, 41% of juniors at my school are on track to graduate in 2026 with both a high school diploma and an associate’s degree, which will give them an invaluable head start academically. And 80 percent of them have earned credits that will be accepted at any community college, state college, or state university in the Commonwealth of Massachusetts. This will save them both time and money.

Fourth, provide additional support. In addition to the teacher, there should be an additional teacher in the classroom who understands the material and shows students how to manage their time and ask for help when they need it. This additional guidance should take place both during class hours and in accompanying classes held on days off when the teacher is not present. Such accompanying courses help students learn essential study skills and make them aware of the support that will be available to them when they get to college. Since first generation students are often reluctant to take the initiative to engage with faculty members, working with these additional teachers can increase their comfort level, setting them up for success.

Beyond awarding credit, early college courses change the way students view themselves. Most of our early college courses have a 100% pass rate, and students say their confidence is boosted because they know they can tackle challenging material. They also report increased awareness of the value of a college degree, opening up possibilities for pursuing new fields of study and careers.

Students said that early college classes made them less scared of the prospect of going to college. They are comfortable calling their teacher “teacher” and know what a program is. The classes helped them build successful habits like time management and self-advocacy. Upperclassmen who attend community college now know how to navigate a campus and are better able to envision themselves attending college full-time. They have access to college-level labs and equipment that are more sophisticated than the average high school can afford; experienced the benefits of a teacher’s visit during office hours; and are familiar with how to leverage administrative resources if they need additional accommodations.

They also learn from their mistakes. For example, several students were surprised by how much the Principles of Marketing course influenced their final grade. They have revised their work and will not make this error again.

The students’ success validated the high expectations set for them and demonstrated that the support provided paid off, providing each with a strong educational path, wherever it may lead. The five most powerful words any student can say are: “I’m a college student.” This 9th grader is now in 11th^th note. Since starting her first Early College class 18 months ago, she hasn’t started a fight, has near-perfect attendance, and has passed all of her high school and college classes. Helping her and other students reach their potential will set them up for a brighter future.

Get stories like these delivered straight to your inbox. of e-mail. Sign up for The 74 newsletter