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dc.creatorRivera, Luis E.
dc.creatorKotok, Stephen
dc.creatorAshby, Nathan
dc.date.accessioned2019-07-22T12:11:33Z
dc.date.available2019-07-22T12:11:33Z
dc.date.issued2019
dc.identifier.issn2329-5724
dc.identifier.urihttps://hdl.handle.net/2152/75176
dc.identifier.urihttp://dx.doi.org/10.26153/tsw/2282
dc.description.abstractDual enrollment (DE) programs are on the rise nationally. This study uses recently available nationally representative data to examine which student and school characteristics predict participation in DE in the United States. We connect DE participation to human capital theory and related educational policy values of equity, excellence, and efficiency. Using logistic regressions, we find that, on average, 9thgrade GPA and attendance as well as higher socioeconomic status increased the odds that a student participates in DE. Our analysis also detects geographic disparities with students in rural areas and the South being more likely to take DE. We discuss implications for educational and economic policy.en_US
dc.language.isoengen_US
dc.publisherTexas Education Reviewen_US
dc.relation.ispartofTexas Education Reviewen_US
dc.relation.ispartofseriesTexas Education Review;Vol. 7, Issue 2
dc.subjectdual enrollmenten_US
dc.subjectdual crediten_US
dc.subjectequityen_US
dc.subjecthuman capitalen_US
dc.subjectopportunity gapen_US
dc.titleAccess to Dual Enrollment in the United States: Implications for Equity and Stratificationen_US
dc.typeArticleen_US
dc.description.departmentEducationen_US
dc.rights.restrictionOpenen_US


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