Understanding Dual Credit Programs: Perspectives from Faculty, Staff, and Administrators

García, Hugo A.; Eicke, Dustin; McNaughtan, Jon; Harwood, Yvonne

doi:10.1080/10668926.2019.1626301

Cited by 10 publications

(5 citation statements)

References 21 publications

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“…Indeed, to be effective, college preparation and student success intervention programs often have a series of academic, financial, and mentoring elements (Carruthers & Fox, 2016;Castleman & Page, 2015). As Garcia et al (2019) noted, DE courses may improve students' college-level academic work, but these courses may not socially engage students, especially economically and racially minoritized students, in an inclusive college environment. Other precollege programs can include campus visits to offer students taking DE courses in a high school clear expectations about college, providing a smooth transition for them to engage on a college campus academically and socially (Secore, 2018;Singer, 2003).…”

Section: Discussionmentioning

confidence: 99%

“…For the other, whether students are both academically and socially mature for college when DE course-taking has been a major concern (Ferguson et al, 2015;Garcia et al, 2019;Karp, 2012;Miller et al, 2017). The academic preparation and social engagement brought by DE programs in a college setting can support students in transitioning to postsecondary education more easily and in eventually earning a credential (Bailey et al, 2002;Berger et al, 2014).…”

Section: The National Landscape Of Dual Enrollmentmentioning

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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Section: Discussionmentioning

confidence: 99%

Section: The National Landscape Of Dual Enrollmentmentioning

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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“…Studies of DE faculty and administrators have also shown that staff believe some students lack the maturity needed to take DE courses and that DE courses are less rigorous than traditional college courses (Hornbeck & Malin, 2019Garcia et al, 2020Howley et al, 2013;Duncheon & Relles, 2020). Garcia et al (2020) surveyed high school administrators and staff about DE and found that they perceive DE curriculum to be diluted because of the lack of maturity of high school students. Hornbeck and Malin (2019;Hornbeck, 2019) surveyed school district superintendents in Ohio and found that maturity was one cause for concern of superintendents.…”

Section: Secondary Staff Perceptionsmentioning

confidence: 99%

High School Principals’ Perceptions of Dual Enrollment Policy in Ohio and Texas

et al. 2023

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Dual enrollment policies and programs, where students earn both high school and college credits, have been scaled up across the United States in the last two decades. In this mixed methods study, we survey high school principals in Ohio and Texas, two states with robust dual enrollment policies. The study addressed one broad research question: What are principals’ perceptions of dual enrollment access, participation, and governance? Findings revealed three main themes: (1) economic/credential student motivations for dual enrollment; (2) mixed views about rigor; (3) issues surrounding the loss of principal autonomy.

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“…For example, college readiness testing can be a gatekeeper for many students who are low-income, first generation, and/or of color and do not have access to test preparation at their high schools (Perry et al, 2010). Cost is also a barrier for many low-income students, despite financial subsidizing in most states and districts (Garcia et al, 2019). Even when colleges and/or school districts waive tuition for DE courses, students are often still responsible for purchasing textbooks, which can be costprohibitive.…”

Section: De For Democracy: Current Limitations and Future Possibilitiesmentioning

confidence: 99%

Democratizing dual enrollment: Beyond economic rationales

Duncheon,

Hornbeck

2023

EPAA

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Dual enrollment (DE) is a popular reform in the United States that allows high school students to take college courses through partnerships between school districts and institutions of higher education. DE programs have been scaling rapidly, but participation is stratified by race and class, and research reveals little about the quality and content of DE courses. These limitations stem, in part, from a lack of theorizing around what purpose DE reform can and should serve, both in the lives of youth and for communities writ large. Situated in literature on the purpose of education in capitalist democracies, this study employs qualitative content analysis to examine the rationales for DE coursework, as depicted in state-level policy documents. Findings indicate that DE policy rationales are depicted almost entirely in neoliberal economic terms. We argue that, while economic benefits are important, the almost exclusive emphasis on economic outcomes has led to rapid scaling of a curricular reform with insufficient attention to teaching, learning, and equity. To maximize the potential benefits of DE reform, we call for imagining its democratic possibilities.

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Understanding Dual Credit Programs: Perspectives from Faculty, Staff, and Administrators

Cited by 10 publications

References 21 publications

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

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

High School Principals’ Perceptions of Dual Enrollment Policy in Ohio and Texas

Democratizing dual enrollment: Beyond economic rationales

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