Are Dual Enrollment Students College Ready? Evidence from the Wabash National Study of Liberal Arts Education

Autor/inn/en	An, Brian P.; Taylor, Jason L.
Titel	Are Dual Enrollment Students College Ready? Evidence from the Wabash National Study of Liberal Arts Education
Quelle	In: Education Policy Analysis Archives, 23 (2015) 58, (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
Schlagwörter	Employed Parents; College Readiness; Evidence; College Credits; Gender Differences; Acceleration (Education); Correlation; Colleges; Undergraduate Students; Predictor Variables; Measures (Individuals); Models; College Entrance Examinations; College Preparation; College Bound Students; Longitudinal Studies; ACT Assessment + Suchen Sie Ihr Suchwort? Evidenz; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Geschlechterkonflikt; Acceleration; Beschleunigung; Korrelation; Prädiktor; Messdaten; Analogiemodell; Aufnahmeprüfung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	We examine whether dual enrolled students display greater levels of college readiness than nonparticipants. Advocates assert that dual enrollment improves students' college readiness, but despite these assertions, few researchers have evaluated this relationship. Moreover, researchers that do consider whether dual enrollment improves college readiness examine this relationship while students participate in dual enrollment or shortly thereafter. Unlike traditional measures of college readiness that tend to emphasize the cognitive domain of college readiness, we use measures that integrate both cognitive and noncognitive domains of college readiness. We find that students who participated in dual enrollment tend to be more college ready than those who did not earn college credit in high school. The exception is that there is no statistical difference between dual enrollees and non-accelerators in their key transition knowledge and skills. The magnitude of the dual enrollment effect is second only to gender. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01