Early College vs. Dual Credit: Planning the Most Effective High School-College Collaboration Based on Student Outcomes

Autor/in	Brake, Nicholas
Titel	Early College vs. Dual Credit: Planning the Most Effective High School-College Collaboration Based on Student Outcomes
Quelle	In: Educational Planning, 30 (2023) 1, S.25-42 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-873X
Schlagwörter	Dual Enrollment; Acceleration (Education); College Preparation; School Districts; College School Cooperation; Educational Planning; Community Colleges; College Students; Outcomes of Education; Program Effectiveness; Grade Point Average; Graduation Rate; Federal Aid; Grants; College Credits; Bachelors Degrees + Suchen Sie Ihr Suchwort? Doppelstudium; Acceleration; Beschleunigung; School district; Schulbezirk; Bildungsplanung; Community college; Community College; Collegestudent; Lernleistung; Schulerfolg; Grant; Finanzielle Beihilfe; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; 'Bachelor''s degrees'; Bachelor-Studiengang
Abstract	This research examines the dual credit and early college program options for school districts planning high school and college collaborations. It utilizes a quasi-experimental design from existing data at a community college that has a well-established dual credit and early college program that offers the students the option of Pell in high school as part of a USDOE program. The study uses logistic regression and covariate analysis of students in an early college program comparing their college GPA, cumulative credits, ACT scores, and bachelor's degree attainment to dual credit students as well as traditional postsecondary students from three comprehensive high schools that matriculated to the college after high school. The results indicated that early college students had significantly higher GPAs and more of them earned the bachelor's degree as compared to dual credit, and traditional postsecondary students. (As Provided).
Anmerkungen	International Society for Educational Planning. 2903 Ashlawn Drive, Blacksburg, VA 24060. Tel: 770-833-1948; Web site: http://isep.info/educational-planning-journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01