The Rise of Dual Credit

Autor/in	Field, Kelly
Titel	The Rise of Dual Credit
Quelle	In: Education Next, 21 (2021) 1, S.56-62 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Dual Enrollment; High School Students; College Credits; Community Colleges; Educational Trends; Enrollment Trends; Outcomes of Education; Racial Differences; Socioeconomic Status + Suchen Sie Ihr Suchwort? Doppelstudium; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Community college; Community College; Bildungsentwicklung; Lernleistung; Schulerfolg; Rassenunterschied; Socio-economic status; Sozioökonomischer Status
Abstract	Between the 2002-3 and 2010-11 academic years, the number of high school students taking college courses for credit increased by 68 percent, to nearly 1.4 million. By 2015, nearly 70 percent of high schools offered dual enrollment, according to the Government Accountability Office. The explosion has been a boon for the nation's community colleges, which have seen adult enrollments plummet since the end of the last recession. At some two-year colleges, high school students now make up half of enrollments, according to The American Association of Community Colleges. The rise of dual credit has benefitted students, too. Research shows that students who take dual credit courses are more likely to enroll in and complete college than students who don't--and to finish faster, too. A few studies have found disproportionate benefits for low-income students. However, dual enrollment is creating some financial challenges for four-year colleges, which depend on large lecture-based introductory courses to subsidize more expensive upper-level offerings and to recruit students to majors. With more students knocking off core courses in high school, core 101 classes are shrinking, and humanities departments are losing money and majors. Meanwhile, skeptics ask whether the courses--which are often taught in high schools, by high school instructors--are truly comparable to college classes. In addition, racial and socioeconomic gaps in access to and enrollment in dual-credit courses have led some school and campus leaders to question whether the programs may be inadvertently deepening a divide they were supposed to bridge, giving a head start to students who would have attended college without them. (ERIC).
Anmerkungen	Education Next Institute, Inc. Harvard Kennedy School, Taubman 310, 79 JFK Street, Cambridge, MA 02138; Fax: 617-496–4428; e-mail: Education_Next@hks.harvard.edu; Web site: https://www.educationnext.org/the-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01