Dual-Credit Courses and the Road to College: Experimental Evidence from Tennessee

Autor/inn/en	Hemelt, Steven W.; Schwartz, Nathaniel L.; Dynarski, Susan M.
Titel	Dual-Credit Courses and the Road to College: Experimental Evidence from Tennessee
Quelle	In: Journal of Policy Analysis and Management, 39 (2020) 3, S.686-719 (34 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-8739
DOI	10.1002/pam.22180
Schlagwörter	Dual Enrollment; College Credits; High School Students; State Departments of Education; Randomized Controlled Trials; Advanced Courses; Mathematics Achievement; Grade 11; Grade 12; College Attendance; College Choice; Outcomes of Education; Advanced Placement; Mathematics Education; Course Selection (Students); Enrollment Trends; Algebra; Tennessee + Suchen Sie Ihr Suchwort? Doppelstudium; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kultusministerium; Fortgeschrittenenunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Attendance; Anwesenheit; Studienortwahl; Lernleistung; Schulerfolg; Mathematische Bildung; Course selection; Kurswahl
Abstract	Dual-credit courses expose high school students to college-level content and provide the opportunity to earn college credits, in part to smooth the transition to college. With the Tennessee Department of Education, we conduct the first randomized controlled trial of the effects of dual-credit math coursework on a range of high school and college outcomes. We find that the dual-credit advanced algebra course alters students' subsequent high school math course-taking, reducing enrollment in remedial math and boosting enrollment in precalculus and Advanced Placement math courses. We fail to detect an effect of the dual-credit math course on overall rates of college enrollment. However, the course induces some students to choose four-year universities instead of two-year colleges, particularly for those in the middle of the math achievement distribution and those first exposed to the opportunity to take the course in eleventh rather than twelfth grade. We see limited evidence of improvements in early math performance during college. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01