Expanding Dual Enrollment

Pretlow, Josh; Wathington, Heather D.

doi:10.1177/0091552113509664

Cited by 29 publications

(11 citation statements)

References 11 publications

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“…Consequently, students of color, low-income students, and lower-achieving students have been found to be less likely to enroll in DE courses (Freismuth, 2017;Zinth & Barnett, 2018). Similar findings in state-specific analyses have shown that White and higherincome students are more likely to participate in DE in Kentucky, Pennsylvania, Illinois, Oregon, and Virginia, suggesting that structural inequity in DE course-taking persists across state contexts (Lochmiller et al, 2016;Museus et al, 2007;Pierson et al, 2017;Pretlow & Wathington, 2014;Taylor & Lichtenberger, 2013). The unequal access to DE courses has emphasized the need to address students' self-selection bias in evaluating the impact of DE course-taking on student outcomes.…”

Section: Dual Enrollment and Student Outcomesmentioning

confidence: 73%

National Evidence of the Relationship Between Dual Enrollment and Student Loan Debt

Ortagus

2022

Educational Policy

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Section: Dual Enrollment and Student Outcomesmentioning

confidence: 73%

National Evidence of the Relationship Between Dual Enrollment and Student Loan Debt

Ortagus

2022

Educational Policy

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“…At times, concurrent enrollment programs continue to support students who already enjoy broad pathways into university education [9]. For example, a study in Virginia found that White female students, who already have strong representation in universities, tended to be over-enrolled in concurrent enrollment courses relative to their portion of upper-level secondary school classes, while African-American, Latino, and Asian students were under-enrolled [10]. Analysis of enrollments in our University of Minnesota concurrent enrollment algebra class portray mixed success in program participation.…”

Section: Concurrent Enrollment As Access Strategymentioning

confidence: 99%

Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers’ Perspectives

Staats

Laster

2018

Education Sciences

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Concurrent enrollment refers to partnerships between postsecondary institutions and schools through which secondary school students can complete a university class taught by a qualifying secondary school teacher at their secondary school. We propose that concurrent enrollment programs are an under-recognized tool for extending the impact of Universal Design for Learning (UDL). The context of our study is an equity-focused university course in algebraic mathematical modeling that is also offered through concurrent enrollment in over 30 secondary schools to over 800 secondary students annually in our state of Minnesota, U.S.A. This paper presents a qualitative analysis of secondary school teachers' experiences implementing the inquiry pedagogy and the equity goals of the course. Several results are important for UDL. Teachers (1) describe equity in social terms of race, ethnicity, income, immigration, and language status in addition to measures of academic success; (2) perceive improvements in students' attitudes towards mathematics, school, and university education; (3) perceive student academic growth through mathematical writing; and (4) report close relationships with students. If higher education faculty design their on-campus classes to incorporate UDL principles, concurrent enrollment offers the potential to improve inclusive pathways from secondary schools to universities.

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“…Yet, remediation or college readiness (defined as no remediation) has rarely been examined. Most of the subsequent literature on dual enrollment does not address remediation (Allen & Dadgar, 2012;An, 2013a;An & Taylor, 2015;D'Amico, Morgan, Robertson, & Rivers, 2013;Giani et al, 2014;Kanny, 2014;Morrison, 2008;Pretlow & Wathington, 2014;Speroni, 2011aSperoni, , 2011bStruhl & Vargas, 2012;Swanson, 2008;Taylor, 2015). In 2008, Kim and Bragg declared that they were perplexed "that no studies were found that controlled for prior academic performance while investigating the influence of dual credit on remediation" (p. 135).…”

Section: Studies Of Dual Enrollment Impacts On Remediation and Complementioning

confidence: 99%

The Answer Is Yes

Grubb

Scott

Good

2016

Community College Review

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Objective: The study assesses the impact of dual enrollment participation on remediation and completion for traditional first time, full-time freshmen at a community college in Northeast Tennessee. Method: This study began with the full population of 1,232 students who enrolled between 2008 and 2012 at a community college in northeast Tennessee the fall semester after finishing high school. The population was required to have American College Testing (ACT) scores, completely fill out the Free Application for Federal Student Aid (FAFSA), enroll full-time as a degree-seeking student, and complete the first fall semester. Propensity score matching was utilized to eliminate self-selection bias and enable parametric comparisons using optimal matching of dual enrollment participants and non-participants while controlling for a range of covariates. Results: The analyses showed that community college students who participated in dual enrollment were (a) 9% or nearly 3.4 times less likely to take remediation, (b) 26% or nearly 2.5 times more likely to graduate in 2 years, and (c) 28% or nearly 1.5 times more likely to graduate in 3 years. Contributions: This study contributes to the literature showing that dual enrollment reduces remediation rates and assists in timely completions for community college students. Policy recommendations are to increase equitable participation, normalize dual enrollment for students academically able to do college coursework, align state terminology with the nation, and improve data for future research.

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Expanding Dual Enrollment

Cited by 29 publications

References 11 publications

National Evidence of the Relationship Between Dual Enrollment and Student Loan Debt

National Evidence of the Relationship Between Dual Enrollment and Student Loan Debt

Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers’ Perspectives

The Answer Is Yes

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