The Impact of Dual Credit as a School District Policy on Secondary and Postsecondary Student Outcomes. Policy Brief

Autor/in	Villarreal, Michael U.
Institution	Texas Education Research Center
Titel	The Impact of Dual Credit as a School District Policy on Secondary and Postsecondary Student Outcomes. Policy Brief
Quelle	(2018), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Dual Enrollment; Board of Education Policy; High School Students; College Credits; Program Effectiveness; College Graduates; Graduation; Effect Size; Intellectual Disciplines; Teacher Characteristics; Educational Attainment; Teaching Methods; Geographic Location; College Attendance; Time to Degree; Associate Degrees; Bachelors Degrees; Advanced Placement Programs; Texas + Suchen Sie Ihr Suchwort? Doppelstudium; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Hochschulabsolvent; Hochschulabsolventin; Abschluss; Graduierung; Geisteswissenschaften; Bildungsabschluss; Bildungsgut; Teaching method; Lehrmethode; Unterrichtsmethode; Attendance; Anwesenheit; 'Bachelor''s degrees'; Bachelor-Studiengang
Abstract	The challenge and promise of postsecondary education is greater in a large, fast-growing, diverse state like Texas where the fastest-growing segments of the population are economically disadvantaged and come from communities historically underserved by higher education institutions. Recognizing this reality, the Texas Higher Education Coordinating Board set a goal to raise the percent of 25- to 34-years-olds in Texas with a certificate or degree to 60 percent by 2030. To achieve this goal, a study of more than 3 million Texas high school students who entered 9th grade in 2001 to 2011 recommends an expansion of college credit offered within Texas high schools, through a model known as dual credit. Dual credit programs involve a collaboration between a school district and a college. They allow high school students to enroll in college-level courses and simultaneously earn college and high school credit. This study represents the largest and most comprehensive study of dual credit to date. The purpose of the study was to estimate the effects of dual credit on a broad set of student outcomes that trace a student's journey from high school to college graduation. A second purpose of the study was to investigate the potential for improving the design of dual-credit programs to strengthen their impact. To accomplish this second objective, the study examined dual-credit effect sizes by program attributes such as subject matter taught, the teacher's highest degree held, mode of instruction, and location of instruction. The findings reveal that an increase in a cohort's share of students earning at least one dual credit increases a high school cohort's rate of four-year college application, admission, and enrollment; timely degree completion; and an increase in associate and bachelor's degrees earned. (ERIC).
Anmerkungen	Texas Education Research Center. University of Texas at Austin, Pickle Research Campus, 10100 Burnet Road, Bldg #137 TCB, Rm 1.143A, L4500, Austin, TX 78758; Tel: 512-471-4528; Web site: https://texaserc.utexas.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01