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Nationally, 15% of first-time community college students were high school dual enrollment (DE) students, which raises concerns about how high school peers might influence college enrollees. Using administrative data from a large state community college system, we examine whether being exposed to a higher percentage of DE peers in entry-level (gateway) math and English courses influences non-DE enrollees’ performance. Using a two-way fixed effects model, our results indicate that college enrollees exposed to a higher proportion of DE peers had lower pass rates and grades in gateway courses, and higher course repetition rates. Supplemental student-level analysis suggests that greater exposure to DE peers during a student’s initial semester in college reduces next-term college persistence. Address correspondence to: Vivian Yuen Ting Liu Postdoctoral Research Associate, Community College Research Center Teachers College, Columbia University 525 W. 120th St., Box 174 212-678-6639 Email: ytl2102@tc.edu Funding for this research was provided by Ascendium Education Group. We are grateful for the excellent feedback on prior drafts from Thomas Brock, Judith Scott-Clayton, Michel Grosz, Dylan Conger, and attendees at the 2019 Association for Education Finance and Policy annual conference and the 2019 Association for Public Policy Analysis and Management annual conference. We are also grateful for the editing expertise of Doug Slater, Hayley Glatter, and Andrew Beenken. All errors are our own. The opinions expressed are those of the authors and do not necessarily represent views of the funder or authors’ academic affiliations.

Happy Together? The Peer Effects of Dual Enrollment Students on Community College Student Outcomes