Literaturnachweis - Detailanzeige
| Autor/in | Speroni, Cecilia |
|---|---|
| Institution | National Center for Postsecondary Research (ED) |
| Titel | High School Dual Enrollment Programs: Are We Fast-Tracking Students Too Fast? NCPR Brief |
| Quelle | (2012), (4 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Evidence; High Schools; Student Placement; Grade Point Average; Eligibility; Graduation; Program Effectiveness; Algebra; Enrollment Trends; Graduation Rate; Dual Enrollment; High School Students; Outcomes of Education; College Mathematics; Course Selection (Students); Quasiexperimental Design; Regression (Statistics); Florida |
| Abstract | The current study constitutes the first attempt to use a quasi-experimental method--the regression discontinuity (RD) design--to gauge the causal effect of dual enrollment (DE) on students' academic outcomes. Since dual enrollment can encompass a wide range of experiences, two separate analyses were performed. The first evaluates the impact of enrolling in any academic DE course using GPA as the eligibility criterion. Henceforth, this analysis is referred to as the effect of DE-basic. The second evaluates the impact of a particularly challenging and popular DE course, college algebra, which requires that students have a minimum score on a college placement test (CPT) in addition to meeting the GPA requirement. This analysis is referred to as the effect of DE-algebra. Outcomes of interest included high school graduation, two- or four-year college enrollment, and associate or bachelor's degree attainment. Overall, based on data from the 2000-01 and 2001-02 high school graduating cohorts in selected Florida counties, there is little indication that simply taking dual enrollment increased the likelihood of high school graduation, college enrollment, or college completion for students on the margin of eligibility. However, this analysis encompasses a wide range of dual enrollment course experiences. Focusing the analysis on dual enrollment algebra reveals that participating students were significantly more likely than similar nonparticipating students to enroll in college and obtain a degree. From a policy perspective, the current study provides credible evidence that dual enrollment programs can play a significant role in improving students' college access and success. It also highlights that factors such as the subject area, quality, or level of difficulty of the dual enrollment experience should be taken into account when expanding these programs with the objective of addressing the needs of high school students as they transition to postsecondary education. Districts and colleges should consider tracking outcomes for dual enrollment students and using the data they obtain to guide them as they adjust program structure for maximum impact. [For "High School Dual Enrollment Programs: Are We Fast-Tracking Students Too Fast? An NCPR Working Paper," see ED527527.] (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 |
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