Beyond the Classroom: How Community College Websites in Texas Communicate Dual Enrollment Information and Student Support Services

ABSTRACT

Dual enrollment (DE) has expanded rapidly, yet students’ access to support services remains uneven. This study examined 55 community college websites in Texas to evaluate how clearly and comprehensively they presented DE information and communicated student support services. Using a three‐domain rubric encompassing website navigation (accessibility), presentation of DE information (usefulness), and availability of student support services, the analysis found that DE pages were generally accessible but offered limited multilingual options and inconsistent financial transparency. While most sites listed eligibility, procedures, and contacts, nearly one in five omitted cost information. Communication of student support services was the weakest area; advising was common, but orientation, wellness, and co‐curricular opportunities were far less visible or were ambiguously described. Misalignments appeared between the ease of locating DE pages and the usefulness of their content. Findings suggest that clearer, multilingual, and student‐support services‐integrated web communication can serve as an equity lever for DE participants.