Dual-Credit/Dual-Enrollment Coursework and Long-Term College Success in Texas. Issue Brief

Autor/inn/en	Radunzel, Justine; Noble, Julie; Wheeler, Sue
Institution	ACT, Inc.
Titel	Dual-Credit/Dual-Enrollment Coursework and Long-Term College Success in Texas. Issue Brief
Quelle	(2014), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Dual Enrollment; Advanced Placement Programs; School Statistics; Student Records; Student Characteristics; Academic Achievement; Achievement Gains; Success; Institutional Characteristics; Graduation Rate; Bachelors Degrees; Time to Degree; Academic Persistence; Program Effectiveness; College Entrance Examinations; Texas; ACT Assessment + Suchen Sie Ihr Suchwort? Doppelstudium; Schülerakte; Schulleistung; Achievement gain; Leistungssteigerung; Erfolg; 'Bachelor''s degrees'; Bachelor-Studiengang; Aufnahmeprüfung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	This study was a cooperative effort of the Texas-ACT College Success Research Consortium, a research partnership between ACT and the following Texas four-year postsecondary institutions: (1) The University of Texas at Austin; (2) Texas A&M University at College Station; (3) Texas A&M University at Commerce; and (4) University of Texas--Pan American. In this study, researchers compared the short- and long-term college outcomes of incoming students who had and had not taken dual-credit/dual-enrollment courses in high school. Data for the study were provided by the four member institutions of the Texas-ACT College Success Research Consortium. Primary findings suggest that, compared to students with no dual credit, students entering college with dual credit are generally: (1) more likely to be successful in college, including completing a bachelor's degree in a more timely manner; and (2) as likely to earn a grade of B or higher in subsequent courses taken in college. Moreover, among dual-credit students: (1) Those entering college with a greater number of dual-credit hours are more likely to progress toward a degree and complete a bachelor's degree in a timely manner, and they do so without accumulating a substantially greater number of credit hours by graduation; and (2) Their chances of college success do not differ between those who take most of their dual-credit coursework through a two-year institution and those who take most through a four-year institution. (ERIC).
Anmerkungen	ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01