Characteristics and Postsecondary Pathways of Students Who Participate in Acceleration Programs in Minnesota. Stated Briefly. REL 2017-239

Autor/inn/en	Davis, Elisabeth; Smither, Cameron; Zhu, Bo; Roth, Erin; Stephan, Jennifer; Foster, Shandu
Institution	Regional Educational Laboratory Midwest (ED); American Institutes for Research (AIR); National Center for Education Evaluation and Regional Assistance (ED); Regional Educational Laboratory Midwest (ED), College and Career Success Research Alliance (CCSRA)
Titel	Characteristics and Postsecondary Pathways of Students Who Participate in Acceleration Programs in Minnesota. Stated Briefly. REL 2017-239
Quelle	(2017), (13 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Acceleration (Education); High School Students; College Credits; Minority Group Students; Racial Differences; Ethnicity; Low Income Students; Student Participation; Enrollment Trends; Postsecondary Education; Student Characteristics; Institutional Characteristics; Academic Persistence; Dual Enrollment; Advanced Placement Programs; Gender Differences; Selective Admission; College Readiness; High School Graduates; College Bound Students; Program Effectiveness; Minnesota + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Rassenunterschied; Ethnizität; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Post-secondary education; Tertiäre Bildung; Doppelstudium; Geschlechterkonflikt; Bildungsselektion; Graduate; Graduates; Absolvent; Absolventin
Abstract	Acceleration programs are challenging courses in which high school students can simultaneously earn credit toward a high school diploma and a college degree (dual credit). This study examined participation rates in acceleration programs and early college outcomes for the 2011 cohort of Minnesota high school graduates. Nearly half the graduates participated in at least one acceleration program during high school, and about half the participants who enrolled in a Minnesota college were awarded at least one dual credit. The majority of participants in acceleration programs who were awarded dual credit received it from a selective or very selective four-year college. Racial/ethnic minority students and students eligible for the federal school lunch program participated in acceleration programs and were awarded credit by the Minnesota college in which they enrolled at lower rates relative to their peers. Participation in acceleration programs was associated with college enrollment and, regardless of the number of credits awarded by the college, with college readiness and persistence. [For the full report, see ED573046.] (As Provided).
Anmerkungen	Regional Educational Laboratory Midwest. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/midwest/default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01