Access to Dual Enrollment Courses and School-Level Characteristics

Dual Credit Education in Texas: Interim Report

“…For example, while Eklund (2009) and the THECB (2011) discovered that more low-income students and students of color have matriculated in DC education over the years, Appleby et al (2011) andFriedman et al (2011) found that these student groups were nevertheless still underrepresented in DC courses relative to affluent and white students. This research also shows that rural students had greater access to DC educa-tion than urban students (Eklund, 2009;Appleby et al, 2011)-a result that comports with conclusions made by other researchers using data collected at the national level and from other states (Pretlow & Wathington;Taylor & Lichtenberger, 2013;Thomas et al, 2013;Waits et al, 2005). 5 Also, Eklund (2009), Appleby andcolleagues (2011), andFriedman andcolleagues (2011) found that, compared with their counterparts, males, African-Americans, Hispanics, and economically disadvantaged students were more likely to enroll in CTE than in academic DC education.…”

Expanding Dual Enrollment

“…This information is summarized in Table 1. For a more detailed analysis at the high school level, please see Pretlow and Wathington (2013).…”

What Are the Driving Factors of Successful Low-Income Students?

“…The literature comparing low-income and high-income schools is extensive, and agrees on the benefits of participating in even just one dual enrollment course for either group (An, 2013;Giani, Alexander, & Reyes, 2014;Karp et al, 2007;Taylor, 2015). Similarly, the multiple barriers dualenrollees in low-income schools face are documented (Pretlow and Wathington, 2013;Hallett and Venegas, 2011;Museus et al, 2007). However, these studies do not address the varying nature of success amongst students in low-income schools and the processes students use to overcome hurdles.…”

“…However, low-income students experience disproportionately more barriers in access to dualenrollment programs and report negative experiences after participation (Pretlow and Wathington, 2013;Hallett and Venegas, 2011;Museus et al, 2007). The obstacles faced by low-income students include limited choices in dual enrollment courses, lack of teacher preparation, and misalignment between high school and college expectations (Hallett and Venegas, 2011;Museus et al, 2007).…”