Addressing Inequity: Expanding Access to College-Level Courses for High School Students

Autor/inn/en	Edmunds, Julie A.; Grebing, Eric; Coyle, Victoria; Rosof, Laura
Titel	Addressing Inequity: Expanding Access to College-Level Courses for High School Students
Quelle	In: Journal of Education for Students Placed at Risk, 27 (2022) 4, S.297-321 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2022.2041999
Schlagwörter	Equal Education; Access to Education; Dual Enrollment; High School Students; Disproportionate Representation; Economically Disadvantaged; Minority Group Students; Program Implementation; College Readiness; Career Readiness; Data Use; Barriers; Student Participation; Educational Strategies; State Policy; Educational Policy; Models; Program Evaluation; College Credits; Community Colleges; Ohio (Columbus) + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Doppelstudium; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrstrategie; Politics of education; Bildungspolitik; Analogiemodell; Programme evaluation; Programmevaluation; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Community college; Community College
Abstract	The opportunity to take college courses in high school (dual enrollment) is becoming increasingly prevalent, but access is not equitably distributed. Certain populations, such as economically disadvantaged students and students who are members of racial and ethnic groups historically underrepresented in college, are less likely to take dual enrollment courses. This paper presents findings from an evaluation of the College and Career Readiness Expansion Project, an effort to expand participation in dual enrollment courses within the context of broader changes in high schools. A quasi-experimental impact study showed that the project successfully expanded access, particularly for economically disadvantaged students. Implementation data showed that the schools participating in the project used a variety of strategies to expand access, including: (1) understanding and using data; (2) increasing students' awareness of college courses and their importance; (3) supporting students' college readiness; (4) removing eligibility barriers; and (5) providing support for students taking college classes. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01