CTE-Focused Dual Enrollment: Participation and Outcomes. EdWorkingPaper No. 22-692

Autor/inn/en	Edmunds, Julie; Unlu, Fatih; Phillips, Brian; Hutchins, Bryan; Mulhern, Christine
Institution	Annenberg Institute for School Reform at Brown University
Titel	CTE-Focused Dual Enrollment: Participation and Outcomes. EdWorkingPaper No. 22-692
Quelle	(2022), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Dual Enrollment; Vocational Education; Student Participation; Grade 11; Grade 12; High School Students; Postsecondary Education; State Legislation; Community Colleges; Student Characteristics; Graduation Rate; Grade Point Average; College Credits; Enrollment Trends; Gender Differences; Racial Differences; Ethnicity; Socioeconomic Status; North Carolina + Suchen Sie Ihr Suchwort? Doppelstudium; Ausbildung; Berufsbildung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Post-secondary education; Tertiäre Bildung; Landesrecht; Community college; Community College; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status
Abstract	Recent policy efforts have attempted to increase the number of dual enrollment courses offered within Career and Technical Education pathways and there is evidence to suggest that this practice is widespread. However, there is very little research on student participation in CTE dual enrollment and on its impacts. This study examines participation in the CTE dual enrollment pathway in North Carolina, finding that about 9% of North Carolina students participated in CTE dual enrollment courses in 11th or 12th grade and disparities in participation among subgroups were less than for college transfer dual enrollment courses. Using a quasi-experimental approach to examine the effect of the program, the study found that participation is CTE was positively associated with college credits earned in high school, graduation from high school, and overall enrollment in college within one year after high school. The study also examined results by subgroup. (As Provided).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01