Does Dual Enrollment Influence High School Graduation, College Enrollment, Choice, and Persistence?

Lee, Jungmin; Fernandez, Frank; Ro, Hyun Kyoung; Suh, Hongwook

doi:10.1007/s11162-021-09667-3

Cited by 15 publications

(6 citation statements)

References 38 publications

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“…Under the traditional media environment, college students mostly acquire knowledge and information through books, journals, teachers, etc., with a single source of information and a limited amount of information [11][12][13]. With the gradual maturity of the technology, college students can obtain information resources through network channels, which is also a manifestation of the diversification of information acquisition [14][15][16]. As shown in Figure 1, college students can obtain information through the network.…”

Section: Methods Of Studying the Path Of The College Students' Ipe Sy...mentioning

confidence: 99%

Realization Path of College Students’ Network Ideological and Political Teaching System in the New Media Environment

Sun

2022

Mobile Information Systems

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Network ideological and political education (This article is abbreviated as IPE) refers to the IPE method that uses Internet technology to conduct open teaching to students or audiences of IPE. New media refers to the use of digital technology to provide users with information and services through channels such as computer networks, wireless communication networks, satellites, as well as terminals including computers, mobile phones, and digital televisions. This paper mainly analyzed the realization path of college students’ network IPE system in the new media environment combined with big data technology. In this regard, this paper proposed the K-means clustering algorithm and the ant colony algorithm as the research methods of this paper. Through the questionnaire survey, it is found that the adaptive characteristics of freshman students are more obvious. There are 187 first-year students who are still in the adaptation stage, accounting for 93.5%. These students will have different degrees of difficulties in adapting to psychology, life, and study. These problems affect and restrict the direction and quality of college students’ daily life and self-development. In the new media environment, this paper conducted an experimental analysis on the online ideological education of college students. The experimental results have shown that the K-means clustering algorithm and the ant colony algorithm are effective in the research of the college students’ network IPE system.

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Section: Methods Of Studying the Path Of The College Students' Ipe Sy...mentioning

confidence: 99%

Realization Path of College Students’ Network Ideological and Political Teaching System in the New Media Environment

Sun

2022

Mobile Information Systems

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“…A large and growing body of literature has highlighted the benefits of dual-enrollment courses in terms of promoting students’ enrollment, persistence, and attainment in postsecondary education. Although some studies have estimated limited effect of participation in dual-enrollment on college outcomes (Speroni, 2011 ), the majority of empirical, quantitative studies using experimental or quasi-experimental designs have estimated that participation in dual-enrollment promotes college access and success overall (An, 2013a , b ; An & Taylor, 2019 ; Giani et al, 2014 ; Lee et al, 2022 ; Miller et al, 2018 ; What Works Clearinghouse, 2017) and increases enrollment in four-year institutions specifically (Hemelt et al, 2020 ; Lee et al, 2022 ). Early college high schools (ECHS), where students can take a large number of dual-enrollment courses and potentially even earn an associate’s degree during high school, have similarly been found to significantly improve students’ likelihood of college enrollment and degree attainment (Edmunds et al, 2020 ; Haxton et al, 2016 ).…”

Section: Dual-enrollment and College Outcomesmentioning

confidence: 99%

The Role of Student Beliefs in Dual-Enrollment Courses

2023

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Access to dual-enrollment courses, which allow high school students to earn college credit, is stratified by race/ethnicity, class, and geography. States and colleges have begun using multiple measures of readiness, including non-cognitive measures of student preparedness, in lieu of strict reliance on test scores in an attempt to expand and equalize access. This practice was accelerated by COVID-19 due to disruptions in standardized testing. However, limited research has examined how non-cognitive beliefs shape students’ experiences and outcomes in dual-enrollment courses. We study a large dual-enrollment program created by a university in the Southwest to examine these patterns. We find that mathematics self-efficacy and educational expectations predict performance in dual-enrollment courses, even when controlling for students’ academic preparedness, while factors such as high school belonging, college belonging, and self-efficacy in other academic domains are unrelated to academic performance. However, we find that students of color and first-generation students have lower self-efficacy and educational expectations before enrolling in dual-enrollment courses, in addition to having lower levels of academic preparation. These findings suggest that using non-cognitive measures to determine student eligibility for dual-enrollment courses could exacerbate, rather than ameliorate, inequitable patterns of participation. Students from historically marginalized populations may benefit from social-psychological as well as academic supports in order to receive maximum benefits from early postsecondary opportunities such as dual-enrollment. Our findings have implications for how states and dual-enrollment programs determine eligibility for dual-enrollment as well as how dual-enrollment programs should be designed and delivered in order to promote equity in college preparedness. Supplementary Information The online version contains supplementary material available at 10.1007/s11162-023-09740-z.

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“…The goal of this study is to determine if students are more or less likely to attend the university post high school based on the location of their CCP courses, at their high school or on the university campus. Lee et al (2022) also questions if the course modality affects student outcomes.…”

Section: Introductionmentioning

confidence: 99%

“…There is considerable variability in how dual enrollment programs are implemented in each state, including who pays for tuition, participation requirements for institutions and students, and credit attainment and transferability (Lee et al., 2022; Spencer & Maldonado, 2021). Public secondary and postsecondary schools in Ohio are required to offer and promote CCP opportunities to high school students and private secondary schools may not deny participation (OAC, 2021; ORC, 2014).…”

Section: Introductionmentioning

confidence: 99%

College credit plus modality and future matriculation of high school students in Ohio

Tipton

2023

New Drctns Hghr Edu

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College Credit Plus (CCP) is a dual enrollment program allowing high school students to obtain both high school credit and college credit by participating in college courses at a local higher education institution. CCP courses can be taken at a college or university, at the student's high school, or online. This research seeks to find if CCP course modality affects future matriculation to the same university following high school. The population of CCP student data was a historical sample collected from the spring semester of 2018 to avoid the influence of COVID‐19 on attendance. Data on the location of CCP courses that the student was enrolled in and whether the student chose to attend the university beyond high school were collected. Chi‐square and the post hoc test, Cramer's V, were used to analyze the data, resulting in a significant association between CCP course modality and future university matriculation. CCP student proximity and familiarity with the university campus may influence the choice to remain at the same institution after high school graduation. These findings can be used to direct further CCP research with a wider scope.Practical Takeaways Students who complete College Credit Plus courses on the postsecondary campus, rather than at their high school or online, are more likely to matriculate to that same institution after high school graduation. This may be a result of success on the university campus, interactions and relationships with faculty and staff, and peer relationships. More research is needed on other factors influencing CCP student matriculation after high school, such as proximity to campus, GPA, student activities and involvement, number of credits completed, and successful courses.

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Does Dual Enrollment Influence High School Graduation, College Enrollment, Choice, and Persistence?

Cited by 15 publications

References 38 publications

Realization Path of College Students’ Network Ideological and Political Teaching System in the New Media Environment

Realization Path of College Students’ Network Ideological and Political Teaching System in the New Media Environment

The Role of Student Beliefs in Dual-Enrollment Courses

College credit plus modality and future matriculation of high school students in Ohio

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