Dual Credit and Academics: Assessing Outcomes for Low-Income and URM Students. Research Brief

Institution	Kentucky Council on Postsecondary Education
Titel	Dual Credit and Academics: Assessing Outcomes for Low-Income and URM Students. Research Brief
Quelle	(2021), (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Dual Enrollment; High School Students; Minority Group Students; Disproportionate Representation; Low Income Students; Academic Persistence; Grade Point Average; Educational Benefits; College Freshmen; Undergraduate Students; Kentucky + Suchen Sie Ihr Suchwort? Doppelstudium; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bildungsertrag; Studienanfänger
Abstract	This research brief examines the impact of dual credit participation on second-year persistence and first-year GPA among low-income and underrepresented minority (URM) students. The brief also explores whether dual credit opportunities help close outcome gaps affecting these student groups. Low-income is defined by a student's federal Pell grant status, and underrepresented minority students include those who identify as American-Indian or Alaska Native, Black or African-American, Hispanic or Latinx, Native Hawaiian or other Pacific Islander, or two or more races. In this data sample, only 6.8% of dual enrollment participants were URM and low-income students, 4.7% were URM and non-low-income, 32% were non-URM and low-income, and 56.5% were non-URM and non-low-income. Low-income, non-URM students benefited the most from dual credit enrollment, followed by low-income URM students. Additionally, dual credit experiences show particular promise in helping reduce outcome gaps for low-income and URM students. This is the sixth of six research briefs on dual credit in Kentucky. (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