The Effects of Early College Opportunities on English Learners

Johnson, Angela; Mercado-Garcia, Diana

doi:10.3102/00028312221075068

Cited by 3 publications

(4 citation statements)

References 43 publications

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“…Male DE participants have a smaller increased probability of attending a four-year college than female DE participants. This warrants further analysis as other recent scholarship has found that early college programs for English language learners reduce a student's probability of enrolling in a four-year college (A Johnson & Mercado-Garcia, 2022)…”

mentioning

confidence: 86%

“…Emerging research on early college programs designed for English language learners also indicates that these DE participants have a reduced probability of enrolling in a four-year college after high school graduation (A. Johnson & Mercado-Garcia, 2022). Thus, these outcomes are not consistent for all students -especially those who have been historically marginalized in and by educational systems.…”

Section: Social Outcomes De Varies From Other Credit-bearing Transiti...mentioning

confidence: 99%

“…However, when early college high schools enroll students in college classes in their senior year they are less likely to enroll in four-year colleges -especially when vocational classes that may not transfer to universities are offered (A. Johnson & Mercado-Garcia, 2022).…”

Section: Modality Of Dual Enrollmentmentioning

confidence: 99%

“…Recent DE scholarship has found that English language learners in DE and participation in career-technical education DE is associated with increased higher education enrollment in community colleges, but not four-year schools (Edmunds et al, 2022;A. Johnson & Mercado-Garcia, 2022).…”

Section: Implications For Dual Enrollmentmentioning

confidence: 99%

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Hiding in Plain Sight: A QuantCrit, Intersectional Analysis of Dual Enrollment

Winfield

2023

Aera 2023

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The COVID-19 pandemic has threatened to widen racial educational achievement and attainment gaps in the United States, reinforcing a need to understand how education policy can work to advance racial equity. Dual enrollment (DE) programs offer a potential policy solution that could increase college-going for these students as participation has consistently been associated with increased rates of college-going and completion. These prior findings are heterogeneous among student demographics.This study expands on this prior research on DE by examining how access to DE and benefits from participation may have differential benefits based one's intersectional identities. Using a critical quantitative framework, QuantCrit, and multiple national datasets this study investigates three related questions. First, using IPEDS and the American Community Survey and logistic regression I investigate how do demographics of areas of the United States with limited access to widely accessible colleges and universities (called college access deserts) vary from those with greater access? I then consider access to DE with the U.S. Department of Education's Civil Rights Data Collection: 2017-18 and linear probability models by examining how access to DE varied across the United States, with attention to Black females and males. Finally, with the High School Longitudinal Study of 2009 and linear probability models, I investigate if participation in DE is associated with increased probabilities of attending postsecondary education and does this association vary for Black people based on their gender. I find that areas of the United States that have less access to widely accessible iii public colleges have lower proportions of Black people, but higher proportions of American Indian/Alaskan Native residents. Analysis of the Civil Rights Data Collection indicates that high schools with less access to widely accessible public colleges were more likely to offer DE. However, schools with higher percentages of Black students and male students are less likely to offer DE. The HSLS analysis shows that DE is positively associated with postsecondary attendance. Of postsecondary enrollees, DE participants were more likely to enroll in four-year institutions, but this increased probability may vary by gender as female DE participants had greater increased probabilities of enrolling in four-year institutions than male DE participants. Taken together, this study's findings indicate that DE can be a policy to advance postsecondary attendance for all students -however current access is racialized. These findings show that expanding DE for all students could increase postsecondary attendance. I conclude with recommendations for dual enrollment programs to broaden access in areas of the United States with widely accessible public colleges and the utility of open science and anti-racist quantitative methods in educational research.

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confidence: 86%

Section: Social Outcomes De Varies From Other Credit-bearing Transiti...mentioning

confidence: 99%

Section: Modality Of Dual Enrollmentmentioning

confidence: 99%

Section: Implications For Dual Enrollmentmentioning

confidence: 99%

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Hiding in Plain Sight: A QuantCrit, Intersectional Analysis of Dual Enrollment

Winfield

2023

Aera 2023

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A Systematic Review and Meta-Analysis of Dual Enrollment Research

Schaller

Routon

Partridge

et al. 2023

Journal of College Student Retention: Research, Theory & Pr

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Given the current surge in student participation in dual enrollment programs, an updated synthesis of literature relating to how these programs impact students is warranted. Furthermore, while there are qualitative literature reviews relating to dual enrollment and student outcomes, there has not been a quantitative synthesis of literature relating to the findings of this research. Accordingly, we conduct a quantitative literature review involving the academic outcomes of higher education enrollment, persistence, performance, and degree attainment. Using meta-analytic techniques, we find that across the 162 study effect sizes included in our analysis, participation in dual enrollment programs was positively associated with grade point average (GPA), total earned college credits, college enrollment, early persistence, degree attainment, and full-time attendance. Also, we find negative associations between dual enrollment and time to graduation and total semesters enrolled in college, indicating these programs can help students graduate college more quickly.

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Application of the Model of Integrated Learning to Colleges: A Review

Yunus,

Askrening,

Ramdhona

et al. 2024

JETM

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Integrated schooling in colleges involves the integration of various elements to provide a com-prehensive learning experience for students. The Model of Integrated Learning has gained attention in recent years as a framework for reimagining the structure and delivery of education in colleges. This literature review aims to review the application of the Model Integrated Learning in diverse college settings and to identify the key factors contributing to its successful implementation We will start by conducting a comprehensive search of relevant academic databases, such as ERIC, ProQuest, and Scopus. It has been discovered that the Model Integrated Learning is a useful framework for encouraging interdisciplinary learning, improving student engagement, and developing critical thinking abilities. The evaluation also emphasizes how crucial institutional commitment, curriculum design, and faculty support are to the effective implementation of the Model Integrated Learning. The resources offered provide insightful information about how the Model of Integrated Learning is really used in college settings. The integration of diverse educational practices, technologies, and methodologies holds significant promise for fostering enhanced student learning outcomes, promoting sustainability, nurturing innovation, and preparing students for the evolving demands of the future

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The Effects of Early College Opportunities on English Learners

Cited by 3 publications

References 43 publications

Hiding in Plain Sight: A QuantCrit, Intersectional Analysis of Dual Enrollment

Hiding in Plain Sight: A QuantCrit, Intersectional Analysis of Dual Enrollment

A Systematic Review and Meta-Analysis of Dual Enrollment Research

Application of the Model of Integrated Learning to Colleges: A Review

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