Dual Credit in Oregon: An Analysis of Students Taking Dual Credit in High School in 2005-06 with Subsequent Performance in College

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Autor/inn/en	Jacobs, Jonathan; North, Tom
Institution	Oregon University System (OUS)
Titel	Dual Credit in Oregon: An Analysis of Students Taking Dual Credit in High School in 2005-06 with Subsequent Performance in College
Quelle	(2008), (51 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Dual Enrollment; College Credits; High School Students; Program Effectiveness; Refresher Courses; Community Colleges; Universities; College Preparation; Grade Point Average; Geographic Location; In State Students; Out of State Students; Academic Persistence; College Freshmen; Statistical Data; Academic Achievement; Oregon + Suchen Sie Ihr Suchwort? Doppelstudium; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Wiederholungskurs; Community college; Community College; University; Universität; Studienanfänger; Schulleistung
Abstract	A dual credit course is a college/university level course that is taught at a high school, by a high school teacher, in partnership with a community college (CCWD) or Oregon University System (OUS) institution. Successful completion of a dual credit course counts as credit for both high school and college. In 2005-06, about 12,000 students took courses at an Oregon high school for dual credit. These students completed 9.1 hours of dual credit work on average, and earned a mean grade of 3.39. The most popular subjects were writing, mathematics, and history. In 2006-07, the students took the final course of the sequence in college. This pilot report seeks to answer key questions about students taking college work in the form of dual credit such as: (1) Do students taking dual credit courses receive the preparation necessary to succeed in future college courses?, (2) How often do students retake a course in college which they passed in high school as dual credit?, (3) Where do dual credit students enroll in college?, and (4) Do dual credit students persist to their sophomore year at the same rate as other freshmen? This study was able to generalize conclusions across community colleges and universities alike, and concluded that dual credit instruction does an adequate job of preparing students for success. [Appended to the article are: (1) Student Participation in Dual Credit Programs: Dual Credit Awarded by OUS and Community Colleges in AY2005-06; (2) Courses Commonly Taken for Dual Credit in OUS and Community Colleges in AY2005-06: Enrollment in Dual Credit Courses and Their Equivalents at Colleges or Universities; (3) Courses Taken for Dual Credit in Oregon with Enrollment Greater than 100, AY2005-06: Headcount by Institution Transcribing the Credit; (4) Summary: Performance in Last Course of Sequence in a College Setting: Percent of Students Passing 2006-07 Course with an A or B Grade: 2005-06 Dual Credit Students and 2005-06 College Students; (5) Summary: Performance in Last Course of Sequence in a College Setting: Average Grade Received in 2006-07 Course: 2005-06 Dual Credit Students and 2005-06 College Students; (6) Performance in the Last Course of a College Sequence: Average Grade in MTH112, Trig/PreCalc by Grade in MTH111, College Algebra and Location of Instruction; (7) Performance in the Last Course of a College Sequence: Average Grade in MTH251, Calculus I by Grade in MTH112, Trig/PreCalc and Location of Instruction; (8) Performance in the Last Course of a College Sequence: Average Grade in MTH252, Calculus II by Grade in MTH251, Calculus I and Location of Instruction; (9) Performance in the Last Course of a College Sequence: Average Grade in MTH254, Vector Calculus I by Grade in MTH252, Calculus II and Location of Instruction; (10) Distribution of Grades in the Last Course of a College Sequence; (11) Performance in the Last Course of a College Sequence: Average Grade in WR122, Composition II by Grade in WR121, Composition I and Location of Instruction; (12) Performance in the Last Course of a College Sequence: Average Grade in SPAN201, 2nd Yr Span I by Grade in SPAN103, 1st Yr Span III and Location of Instruction; (13) What Do Dual Credit Students Take When They Get to College? College Enrollment in 2006-07 by Dual Credit Courses Completed in 2005-06; (14) Course Taking Patterns: Sequences Started in 2005-06; (15) Performance when Retaking a Course in a College Setting: Average Grade in WR121 (Retake) by Grade in WR121 (1st Attempt) and Location of Instruction; (16) Performance when Retaking a Course in a College Setting: Average Grade in MTH111 (Retake) by Grade in MTH111 (1st Attempt) and Location of Instruction; (17) Performance when Retaking a Course in a College Setting: Average Grade in MTH251 (Retake) by Grade in MTH251 (1st Attempt) and Location of Instruction; and (18) Effect of Demographic and Performance Characteristics on First- to Second-Year Persistence, Fall 2006 OUS Freshman Cohort.] [Bob Kieran also contributed to the writing of this report.] (ERIC).
Anmerkungen	Oregon University System. Office of the Chancellor, P.O. Box 751, Portland, OR 97207-0751. Tel: 503-725-5700; Fax: 503-725-5709; Web site: http://www.ous.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10