Dually Noted: Understanding the Link between Dual Enrollment Course Characteristics and Students' Course and College Enrollment Outcomes. CCRC Working Paper No. 134

Autor/inn/en	Ryu, Wonsun; Schudde, Lauren; Pack-Cosme, Kim
Institution	Columbia University, Community College Research Center (CCRC)
Titel	Dually Noted: Understanding the Link between Dual Enrollment Course Characteristics and Students' Course and College Enrollment Outcomes. CCRC Working Paper No. 134
Quelle	(2023), (65 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Dual Enrollment; High School Students; Grade 9; Community Colleges; Courses; Enrollment Rate; Outcomes of Education; Course Content; Geographic Location; School Location; College Faculty; Teacher Characteristics; Learning Modalities; Predictor Variables; College Enrollment; Academic Persistence; Grades (Scholastic); Student Characteristics; Texas + Suchen Sie Ihr Suchwort? Doppelstudium; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Community college; Community College; Kursangebot; Lernleistung; Schulerfolg; Kursprogramm; Schulgelände; Fakultät; Lernumgebung; Prädiktor; Notenspiegel
Abstract	Although dual enrollment programming and interest in how that programming shapes students' college outcomes have expanded considerably in the past 20 years, policymakers, educational administrators, and practitioners do not have adequate information about which dual enrollment structural options are most effective. Using statewide administrative data in Texas on students who entered 9th grade in 2015 or 2016 and took at least one dual enrollment course through a community college, this paper examines dual enrollment course enrollments and outcomes among recent high school entrants. We describe dual enrollment coursetaking and dual enrollment course characteristics (including instructor affiliation, course location, and instructional modality) for traditional Texas public high school students (as opposed to those attending an Early College High School or charter school), illustrating how students participate in dual enrollment (e.g., the types of courses taken and when in their high school career students take these courses) and highlighting typical course characteristics. We then examine how dual enrollment course and instructor characteristics predict student course completion, course grades, and subsequent college enrollment. Our descriptive analyses illuminate striking differences between the demographic and academic backgrounds of students who take academic dual enrollment courses versus career and technical education dual enrollment courses, as well as variation in course characteristics across these two dual enrollment course types. Our regression analyses illustrate how several malleable dual enrollment course characteristics are associated with students' course outcomes and subsequent college enrollment. The relationships we identify offer insights for the design of dual enrollment courses and programs. (As Provided).
Anmerkungen	Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://ccrc.tc.columbia.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01