Literaturnachweis - Detailanzeige
| Autor/in | Dai, Grace |
|---|---|
| Institution | Kentucky Council on Postsecondary Education |
| Titel | Dual Credit & Student Success: The Effect of High School Dual Credit on Educational Outcomes at Kentucky Public Universities |
| Quelle | (2020), (40 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Quantitative Daten; Dual Enrollment; High School Students; Public Colleges; Outcomes of Education; Program Effectiveness; College School Cooperation; Student Participation; Academic Persistence; Academic Achievement; Grade Point Average; In State Students; High Schools; College Students; Student Characteristics; Racial Differences; Gender Differences; College Readiness; Low Income Students; Kentucky |
| Abstract | Dual credit programs are collaborations between secondary and postsecondary institutions that enable high school students to enroll in college courses and receive simultaneous academic or technical credit that counts toward high school and college completion. Dual credit is distinct from Advanced Placement (AP) courses, which require students to pass an end-of-course examination to receive college credit. Nationally and in Kentucky, dual credit participation is on the rise. The total number of high school students taking dual credit grew from 23,307 in 2014-15, to 40,821 students in 2019-20, an increase of 75.1%. This study investigates whether dual credit positively affects the probability of persisting to a second year of college and earning a first-year GPA of 3.0 or higher. The dataset includes public and private Kentucky high school students who took dual credit courses and subsequently enrolled at an in-state, public four-year university after graduation. (ERIC). |
| Anmerkungen | Kentucky Council on Postsecondary Education. 1024 Capital Center Drive Suite 320, Frankfort, KY 40601. Tel: 502-573-1555; Fax: 502-573-1535; Web site: http://www.cpe.ky.gov/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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