Bridging College and Careers: Using Dual Enrollment to Enhance Career and Technical Education Pathways. An NCPR Working Paper

Autor/inn/en	Rodriguez, Olga; Hughes, Katherine L.; Belfield, Clive
Institution	National Center for Postsecondary Research (ED)
Titel	Bridging College and Careers: Using Dual Enrollment to Enhance Career and Technical Education Pathways. An NCPR Working Paper
Quelle	(2012), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Dual Enrollment; Vocational Education; Partnerships in Education; College School Cooperation; High School Students; College Students; Philanthropic Foundations; Academic Support Services; Access to Education; Comparative Analysis; Longitudinal Studies; Control Groups; Experimental Groups; Outcomes of Education; Educational Indicators; Academic Persistence; Program Effectiveness; Graduation Rate; College Credits; Grade Point Average; Disproportionate Representation; Data Analysis; Community Colleges; At Risk Students; Federal Aid; California + Suchen Sie Ihr Suchwort? Doppelstudium; Ausbildung; Berufsbildung; Hochschulpartnerschaft; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Philanthropismus; Education; Access; Bildung; Zugang; Bildungszugang; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernleistung; Schulerfolg; Educational indicato; Bildungsindikator; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Auswertung; Community college; Community College; Kalifornien
Abstract	The Concurrent Courses Initiative (CCI), funded by The James Irvine Foundation from 2008 until 2011, comprised eight secondary/postsecondary partnerships across California that offered dual enrollment programs with supplemental student supports. The goal of the CCI was to expand access to supportive, career-focused dual enrollment for students often underserved by such programs and underrepresented in higher education, with the expectation that participating students would prosper in college subsequently. We use longitudinal administrative data on individual students who participated in 2008-09 and 2009-10, compared with data on other students from their districts, to test for evidence of differences in outcomes. Relative to comparison students, CCI dual enrollees had similar GPAs but higher graduation rates in high school. CCI dual enrollees entered college at similar rates to the comparison group, but entered four-year institutions and persisted at higher rates. Notably, CCI dual enrollees accumulated more college credits than the comparison group, and this difference in credit accumulation grew over time. After two years in college, CCI dual enrollees had accumulated 20 percent more credits than their district peers. These are the results of the data pooled across the sites; we also report results for the individual sites, which vary. Appended are: (1) Partnership Overview; and (2) Supplemental Activities. (Contains 14 tables and 19 footnotes.)[To access "Bridging College and Careers: Using Dual Enrollment to Enhance Career and Technical Education Pathways. NCPR Brief" see ED533874.] (ERIC).
Anmerkungen	National Center for Postsecondary Research. Teachers College, Columbia University, Box 174, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ncpr@columbia.edu; Web site: http://www.postsecondaryresearch.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10