The Impact of Dual Enrollment on College Application Choice and Admission Success. CCRC Working Paper No. 129

Autor/inn/en	Liu, Vivian Yuen Ting; Minaya, Veronica; Xu, Di
Institution	Columbia University, Community College Research Center (CCRC)
Titel	The Impact of Dual Enrollment on College Application Choice and Admission Success. CCRC Working Paper No. 129
Quelle	(2022), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Dual Enrollment; College Applicants; College Admission; College Attendance; Grade 9; High School Students; Probability; Selective Admission; State Colleges; Racial Differences; Ethnicity; Community Colleges; Grade 10; Grade 11; Grade 12; Student Characteristics + Suchen Sie Ihr Suchwort? Doppelstudium; College applications; Studienbewerber; Hochschulzugang; Hochschulzulassung; Zulassung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Bildungsselektion; Rassenunterschied; Ethnizität; Community college; Community College; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	Dual enrollment (DE) is one of the fastest growing programs that support the high school-to-college transition. Yet, there is limited empirical evidence about its impact on either students' college application choices or admission outcomes. Using a fuzzy regression discontinuity approach and data from two cohorts of ninth-grade students in one anonymous state, we found that taking DE credits increased the total number of colleges students applied to and the likelihood of applying to any moderately or highly selective in-state four-year institution. Attempting DE credits also increased the total number of in-state four-year colleges a student got admitted to and the probability of being admitted to a highly selective in-state four-year college. Heterogeneous analysis further indicates that the gains were primarily driven by Black students. (As Provided).
Anmerkungen	Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://ccrc.tc.columbia.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01