Exploring the outcomes of standards-based concurrent enrollment and Advanced Placement in Arkansas

Taylor, Jason L.; Yan, Rui

doi:10.14507/epaa.26.3647

Cited by 12 publications

(33 citation statements)

References 20 publications

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“…Iatarola et al (2011) noted the primary driver for AP course offerings was perceived demand on the part of students and parents for such courses. If, as prior research suggests, CE largely serves a different population from AP (Taylor & Yan, 2018), it would be valuable to know the conditions under which schools decide to offer both programs. Descriptively, some schools appear to be specializing, as approximately half the schools statewide exclusively offer either AP or CE leaving fewer educational choices and potentially leaving out a population that could benefit from the other program.…”

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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Section: Discussionmentioning

confidence: 99%

Advanced Placement and Concurrent Enrollment Substitution Effects

Clayton

2021

Journal of Advanced Academics

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“…Using the bioecological theory (Bronfenbrenner, 1999), it seems that the varying distal processes are actually similar in their effect on individuals' learning. According to the National Alliance of Concurrent Enrollment Partnerships accreditation standards and the statewide DE policy requirements, DE courses are often designed with consistent quality and delivered under supervision of college faculty, regardless of delivery location (Scheffel et al, 2015;Taylor & Yan, 2018). While students who take DE courses on a college campus can benefit from intensive exposure to a postsecondary environment, students who take these courses on a high school campus may be surrounded by instructors who have already built nurturing relationships with them and who have background knowledge about them.…”

Section: Discussionmentioning

confidence: 99%

“…Specifically, dually enrolled students are more likely to be college ready, which is measured by high school graduation, developmental course-taking, and postsecondary attendance (An, 2013b;An & Taylor, 2015;Cowan & Goldhaber, 2015;Kim & Bragg, 2008;Rodríguez et al, 2012;Struhl & Vargas, 2012). The impact of DE can persist over the college years and positively influence students' first-year GPA, retention, degree attainment, and time-to-degree (Allen & Dadgar, 2012;An, 2013aBailey & Karp, 2003;Giani et al, 2014;Grubb et al, 2017;Hunter & Wilson, 2019;Miller et al, 2017;Phelps & Chan, 2016;Radunzel et al, 2014;Taylor, 2015;Taylor & Yan, 2018;Wang et al, 2015).…”

Section: The Impact Of Dual Enrollment On Student Successmentioning

confidence: 99%

“…First, the high school transcript record included in HSLS did not document students' DE location record; rather, 11th-grade students' self-report of DE participation was the only source of information about students' DE location. It is likely that DE offered by different postsecondary institutions, such as two-and four-year colleges, may have differed in terms of expectations, quality of instruction, and accessibility to students, yet the HSLS data set did not inquire about the type of postsecondary institution where the participants took DE courses (Taylor & Yan, 2018). Because DE programs are highly localized, future research can use data sets with district-and college-level curriculum information (Wang et al, 2015), coupled with a cross-examination of college transcript records, to provide updated local implications.…”

Section: Limitationsmentioning

confidence: 99%

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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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“…However, disparities in DE participation could be interpreted differently when considered as merely one of multiple opportunities for curricular upgrading. For instance, descriptive evidence from Florida and Arkansas show that more students may participate exclusively in AP rather than DE, but there are also a considerable number of students who engage in coursework for both programs (Speroni, 2011; Taylor & Yan, 2018). While some scholars have explored whether DE may lead to a substitution with AP (Dutkowsky et al, 2009), one recent study of course-taking behavior in Colorado shows that there is little evidence of substitution (Clayton, 2021).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

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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Exploring the outcomes of standards-based concurrent enrollment and Advanced Placement in Arkansas

Cited by 12 publications

References 20 publications

Advanced Placement and Concurrent Enrollment Substitution Effects

Advanced Placement and Concurrent Enrollment Substitution Effects

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

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

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