College Acceleration for All? Mapping Racial Gaps in Advanced Placement and Dual Enrollment Participation

Xu, Di; Solanki, Sabrina; Fink, John

doi:10.3102/0002831221991138

Cited by 56 publications

(54 citation statements)

References 60 publications

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“…We found that state policy mandates are among the strongest predictors of DE participation. This finding is consistent with Xu et al (2021) who also found that state policies are an important determinant of access; but in contrast, we did not find statistically significant relationships for the funding-related policies. Nonetheless, our study offers some new insight concerning the relevance of specific policy components mandating participation.…”

Section: Discussionsupporting

confidence: 91%

Determinants of Dual Enrollment Access: A National Examination of Institutional Context and State Policies

Spencer¹,

Maldonado²

2021

AERA Open

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Despite considerable growth in rates of participation in recent years, concerns remain about disparities in access to dual enrollment programs. On one hand, there are questions regarding who has access, which students are most disadvantaged, and which schools fail to offer the opportunity at all? On the other hand, there has been little clarity about what helps to improve access—in particular, what is the role of state policies in this effort? Using nationally representative data sources, this study uses a multilevel approach to understand how dual enrollment participation varies at the level of states, schools, and students. The findings reveal that policy mandates are among the strongest predictors of dual enrollment participation. Furthermore, schools serving greater proportions of racially minoritized students are the least likely to offer dual enrollment, but within schools, students from lower socioeconomic backgrounds have a lower probability of participating relative to their more affluent peers.

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Section: Discussionsupporting

confidence: 91%

Determinants of Dual Enrollment Access: A National Examination of Institutional Context and State Policies

Spencer¹,

Maldonado²

2021

AERA Open

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“…However, prior studies have repeatedly noted that students' access to DE programs remains limited for economically and racially minoritized students, largely due to the DE eligibility criteria (e.g., GPA, standardized test scores, and written recommendations from high school teacher or counselor) in most states (ECS, 2019;Zinth & Barnett, 2018). For example, Museus et al (2007) noted that White and affluent students in Pennsylvania high schools are more likely to take DE courses, and this finding closely aligns with studies carried out in other states despite varying statewide policies (Pierson et al, 2017;Xu et al, 2021). Even after the state of Virginia attempted to expand DE participation, students of color remained underrepresented in DE course-taking (Pretlow & Wathington, 2014).…”

Section: The Role Of De Programs In Postsecondary Access and Equitymentioning

confidence: 86%

“…Following years of program expansion efforts, DE courses are relatively more accessible for high school students, even those without stellar academic performance, as compared with Advanced Placement (AP) and International Baccalaureate (IB) courses (Barnett, 2018;Xu et al, 2021). However, prior studies have repeatedly noted that students' access to DE programs remains limited for economically and racially minoritized students, largely due to the DE eligibility criteria (e.g., GPA, standardized test scores, and written recommendations from high school teacher or counselor) in most states (ECS, 2019;Zinth & Barnett, 2018).…”

Section: The Role Of De Programs In Postsecondary Access and Equitymentioning

confidence: 99%

Does Delivery Location Matter? A National Study of the Impact of Dual Enrollment on College Readiness and Early Academic Momentum

Chan²

2021

Teachers College Record: The Voice of Scholarship in Education

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Background/Context Although dual enrollment (DE) programs have indicated positive impact on various high school and postsecondary outcomes, access to DE programs remains unequal; historically marginalized students are less likely than other students to attempt college credits in high school. Despite DE being a widely adopted program at the state level, these programs vary greatly by eligibility criteria, funding models, delivery location, and modality. Purpose/Objective/Research Question/Focus of Study Guided by prominent learning theories, we hypothesize that the influence of early DE on later educational pathways and outcomes may vary by the location in which DE is delivered. This study examines whether the delivery location of DE (i.e., on a college campus or otherwise) influences students’ college readiness and first-year academic momentum in college, with a special focus on its heterogeneous effect among students of diverse racial and socioeconomic background. Research Design Using the restricted-use data from High School Longitudinal Study of 2009 (HSLS:09), we use a quasi-experimental approach (i.e., inverse probability weighting models) with a nationally representative sample of students who have taken at least one DE course by 11th grade. Findings/Results The findings reveal that students who took at least one DE course on a college campus do not differ in their cumulative high school GPA, in their probability of attending college, in whether they took developmental courses, in whether they attended college immediately after high school graduation, and in their probability of full-time enrollment when compared with those who took DE course(s) elsewhere. However, the findings are not applicable to all students of varying background defined by race/ethnicity and socioeconomic status. Conclusions/Recommendations This study provides several implications: (1) Because DE courses taken on a high school or college campus equally fuel students’ college readiness and early academic momentum, advising practices should acknowledge the benefits of DE courses regardless of delivery location. (2) DE participation with college exposure may particularly benefit students of higher socioeconomic status (SES), so interventions that offer holistic college experiences beyond academic work are needed to effectively prepare lower SES students for college life and accumulate academic momentum are needed. (3) States and educational entities should be mindful about the potential disparate effect of DE programs and provide regulation, oversight, and quality assurance so that these programs can narrow the postsecondary achievement gap.

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“…The apparent nonrelationship between AP and CE allows the programs to independently serve the needs of students within the same school. Where both programs are offered, schools have greater flexibility in course scheduling, especially where local conditions such as student–teacher ratios or budget make offering CE programs a more flexible alternative to AP (Xu et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Advanced Placement and Concurrent Enrollment Substitution Effects

Clayton

2021

Journal of Advanced Academics

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Advanced placement (AP) and concurrent enrollment (CE) provide high school students with rigorous coursework and possible college credit. Theoretical modeling predicted students would substitute CE for AP courses conditional on their probability of earning university credit, passing AP tests, and college selectivity despite CE costing more than AP. In the current study, CE costs to families drop to zero and students should be expected to maximize substitution. This study uses multiple years of school-level data from Colorado, a state with a growing CE sector to test substitution effects. Using a school fixed-effect Poisson regression of the most commonly taken AP exams, results indicate limited evidence of widespread substitution. The continued preference for AP may increase costs to families and reduce potential college credits.

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College Acceleration for All? Mapping Racial Gaps in Advanced Placement and Dual Enrollment Participation

Cited by 56 publications

References 60 publications

Determinants of Dual Enrollment Access: A National Examination of Institutional Context and State Policies

Determinants of Dual Enrollment Access: A National Examination of Institutional Context and State Policies

Does Delivery Location Matter? A National Study of the Impact of Dual Enrollment on College Readiness and Early Academic Momentum

Advanced Placement and Concurrent Enrollment Substitution Effects

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