Browsing by Subject "Dual enrollment"

Now showing 1 - 5 of 5

College credit in high school : an examination of the impact of dual credit on college success and completion in Texas
(2015-05) Garbee, Kelty T.; Saenz, Victor B.; Sharpe, Edwin Reese; Gooden, Mark; Lincove, Jane; Eklund, Julie
Dual credit, which allows students to simultaneously earn high school and college credit for the same course, is widely-implemented across the country. Dual credit is thought to promote student success in higher education. However, there is limited research on whether dual credit courses taken in high school positively influence college-level outcomes. Using Ordinary Least Squares and Logistic analysis to control for student background characteristics, this study examines the relationship between dual credit and student success in college, specifically freshman grade point average and college graduation. The study examines an existing dataset from the Texas Higher Education Coordinating Board that includes approximately 35,870 students. Results suggest that dual credit positively influences college outcomes.
Combating shame in the dual enrollment classroom : building healthy learning environments for students’ college development
(2019-05-08) Martin, Rachel Suzanne; Schallert, Diane L
In the past several years, dual enrollment has been proposed as an intervention for increasing college matriculation and degree attainment among high school students in the United States (Zinth & Barnett, 2018; Struhl & Vargas, 2013). Traditionally, these programs have required students to meet certain prerequisites prior to engaging in college-level coursework (Taylor, Borden, & Park, 2015). However, as the efficacy of dual enrollment has become documented in the literature, educators and policymakers have expressed interest in expanding access to dual enrollment among low- and middle-achieving students (Karp & Hughes, 2008). Although this effort is admirable, dual enrollment programs must also provide systemic support for students who may be entering these rigorous courses with lower levels of academic preparedness, as these students may be more likely to suffer damage to their academic self-concept and psychological wellbeing if they perceive they have been unsuccessful. Consequently, this report aims to review the literature on dual enrollment and academic achievement emotions and propose suggestions for providing caring, effective support for all students participating in dual enrollment while in high school.
In plain sight : an analysis of first-generation student academic success in a university administered dual enrollment program
(2017-08-08) Acosta, Michael Edward; Saenz, Victor B.; Gooden, Mark A; Reddick, Richard J; Schell, Julie A
In 2000, the Texas Higher Education Coordinating Board adopted Closing the Gaps by 2015: The Texas Higher Education Plan, a blueprint to minimize educational gaps in Texas. This plan called for the expansion of early college intervention programs across the state. Since that time, a number of programs have been established that offer both college experience and the opportunity to earn college credit. Throughout the implementation of these programs, questions of rigor have persisted, as have uncertainties about how these programs might provide a true college experience. This is especially true for Texas’ underrepresented student populations. In light of these questions, a four-year university has developed a unique dual enrollment program that offers both the benefits and rigor of courses offered to on-campus first-year university students. Get Ready Today, a pseudonym, provides dual enrollment courses to students across the state. Through quantitative analysis of extant data, this dissertation sought to better understand the enrollment of first-generation students in Get Ready Today, examining if these students had significantly different academic outcomes as a result of participation in the program when compared to their non-first-generation peers. Secondly, this dissertation examined the Get Ready Today first-generation population in comparison to ix comparable control samples of first-generation students who both did and did not participate in other early college intervention programs. These control samples were developed through Propensity Score Matching. The results of the quantitative analysis were reviewed through a framework of Stanton-Salazar’s (2011) theories on student social capital development, and their impact on Tinto’s (1993) theories of student departure. The resulting findings have implications for the continued development and continuous improvement of early college intervention programs across the state.
Institutional changes supporting students with pre-college credits : a collective case study approach
(2022-12-01) Aldape, Michael Edward; Somers, Patricia (Patricia A.); Kameen, Marilyn; Justiz, Manuel; Canales, Luzelma
As the number of high school graduates enrolling at universities with pre-college credit continues to grow, institutions must recognize this population’s unique educational experiences and transitional needs. Previous studies have primarily focused on quantitative measures of dual enrollment students’ academic success while ignoring how universities have changed to support these students’ transition experiences, thus creating a significant gap in the literature. This collective case study explored how three similarly attributed public universities in Texas support their students by elevating the voices of nine postsecondary practitioners tasked with helping students achieve personal and academic success. Findings identify areas where dual enrollment programming creates issues for students and institutions, while recognizing its utility for opening access and supporting completion. Moreover, findings support ongoing collaboration between K-12 and postsecondary partners to address these issues. This study provides a starting point for practitioners to rethink approaches for serving this student population.
The effectiveness of a dual credit program on Black and Hispanic students in an urban school district
(2022-05-02) Love, Michael R.; Reyes, Pedro, 1954-; DeMatthews, David; Cruz, Paul; Cruz, Rick
The limited research that incorporates a mixed-method approach on dual credit and the impact on students, especially Black and Latinx students, creates an opportunity to contribute to the knowledge within the field. As advanced courses such as dual credit have increased in popularity since the 1970s (Kravitz, 1994), many stakeholders have brought up concerns about the equity, accessibility, and rigor of these courses (Troutman, Hendrix-Soto, Creusere, & Mayer, 2018; Miller et al., 2018). A rising number of states have passed legislation to expand dual credit, which accentuates student exposure to collegiate courses. However, much of the legislation outlines little to nothing about supportive measures or benchmarks for those institutions delivering dual credit courses (Durosko, 2019). As states, districts, and post-secondary institutions boost investment in this approach, additional evaluation is warranted because the goal is to amplify the matriculation and success of students who take advantage of college courses in high school, with an emphasis on those at-risk student populations. This method of career preparation has been heralded as a universally beneficial platform for all students who participate. Based on this increased belief in the success of such courses, enrollment in dual credit courses exploded with an increase of over 68% from the early 2000s to 2011 (Thomas et al., 2013). This study examined the impact of a dual credit program on students’ academic performance in an urban school district. Specifically, the study was designed to identify and isolate those specific program elements – postsecondary matriculation, course performance, and participant perception of the program – while evaluating differences in outcomes between racial groups. Surveys, focus groups, and existing student performance data were used in this study. Subjectivism is the epistemology that informs this research and is guided by the interpretivism theoretical perspective (Crotty, 1998). Interpretivism can be defined as different people experiencing and understanding the same “objective reality” differently (O’Donoghue, 2006). Findings indicate that dual credit courses can help improve matriculation rates and the perception of a college of participants. Gaps in academic performance between minority student groups (Black and Hispanic) and White students were found among dual credit students.