Dual-Credit Report: Student Enrollment, Performance, and Program Effects, 2017-2018. Research Educational Program Report

Institution	Houston Independent School District (HISD), Department of Research and Accountability
Titel	Dual-Credit Report: Student Enrollment, Performance, and Program Effects, 2017-2018. Research Educational Program Report
Quelle	(2018), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Dual Enrollment; College Credits; High School Students; Student Characteristics; Academic Achievement; Program Effectiveness; Student Attitudes; Academically Gifted; College Readiness; School Districts; Grade Point Average; English Language Learners; Socioeconomic Status; Two Year College Students; Gender Differences; Racial Differences; Ethnicity; Low Income Students; Students with Disabilities; Texas (Houston) + Suchen Sie Ihr Suchwort? Doppelstudium; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Schülerverhalten; School district; Schulbezirk; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Disability; Disabilities; Behinderung
Abstract	Beginning with the 2013-2014 school year, the Houston Independent School District (HISD) has offered dual-credit programs, by law (Section 28.009, Texas Education Code, (TEC)), through which high-school students can obtain college credits or industry-recognized credentials, or certificates, or an associate degree while pursuing a high school diploma. The purpose of this evaluation was to identify the number and demographic and educational attributes of HISD students enrolled in dual-credit courses during the 2017-2018 school year and to evaluate the performance of a representative sample of these students on state tests relative to their peers who were not enrolled in dual-credit courses. The evaluation also determined the effect of dual-credit enrollment on students' state test results and identified the demographic and educational predictors of dual-credit students' performance on the 2018 State of Texas Assessments of Academic Readiness (STAAR) Algebra I, Biology, English I, English II, and U.S. History End-of-Course (EOC) exams. (ERIC).
Anmerkungen	Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01