Registration Patterns, Student Characteristics and Dual Enrollment Success in Georgia

Autor/inn/en	Berry, Reanna; Partridge, Mark Allen; Schaller, Tracey King; Routon, P. Wesley
Titel	Registration Patterns, Student Characteristics and Dual Enrollment Success in Georgia
Quelle	In: Journal of Applied Research in Higher Education, 14 (2022) 4, S.1260-1271 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Berry, Reanna) ORCID (Partridge, Mark Allen) ORCID (Schaller, Tracey King) ORCID (Routon, P. Wesley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2050-7003
DOI	10.1108/JARHE-02-2021-0063
Schlagwörter	High School Students; Dual Enrollment; Student Characteristics; Enrollment Trends; Academic Achievement; Gender Differences; Racial Differences; Socioeconomic Influences; Grade Point Average; Georgia + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Doppelstudium; Schulleistung; Geschlechterkonflikt; Rassenunterschied; Sozioökonomischer Faktor
Abstract	Purpose: During 2016-2020, the number of high school students enrolled at Georgia postsecondary institutions increased by over 110% and public spending on dual enrollment more than doubled (Georgia Student Finance Commission, 2020). Benefits to dual enrollment students include improved college performance and shorter time to graduation (An and Taylor, 2015; Blankenberger et al., 2017), which translates into significant tuition cost savings and higher potential wages (Partridge et al., 2020). In light of these economic benefits, this paper examines the subject-taking patterns of dual enrollment students and factors associated with successful outcomes. Design/methodology/approach: The authors analyzed longitudinal records of 1,931 dual enrollees at a public, four-year institution in metro-Atlanta during and between the 2015-16 and 2018-19 academic years. They performed a descriptive analysis, partial least squares structural equation modeling and regression analysis to examine the relationships between subject enrollment patterns, academic success and student demographics. Findings: Female students fair better academically as dual enrollees than male students. Black students enroll in fewer and less varied courses. The same is true for students from more affluent neighborhoods, who may feel less need to take advantage of dual enrollment as a pathway to collegiate success. Neighborhood affluency does not appear related to dual enrollment success. Younger dual enrollment students, unsurprisingly complete more courses but do no better or worse academically in the average course. Some academic subjects are much more strongly related to the longevity of a student's dual enrollment than others. Originality/value: There is limited published research on specific subject-taking patterns and success for dual enrollment students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01