Expanding EPSO Access: A Co-Design Approach to Addressing Disparities in Early Postsecondary Opportunities

Abstract

This capstone, developed in partnership with Nashville PEER, addresses persistent inequities in Early Postsecondary Opportunity (EPSO) participation for Black, Hispanic, low-income, English learner, and special education students. Using a convergent mixed methods design, the study combined enrollment trends, survey data, interviews, and artifact review to examine how school teams used co-design to expand access. Findings show that co-design fostered stronger advising systems, more intentional communication, and equity-centered scheduling practices, particularly when supported by real-time data and shared leadership. While schools made meaningful progress, capacity constraints and systemic barriers highlight the need for continued investment to achieve lasting, equitable change.