Access to Dual Enrollment Courses and School-Level Characteristics

Autor/inn/en	Pretlow, Joshua; Wathington, Heather
Titel	Access to Dual Enrollment Courses and School-Level Characteristics
Quelle	In: Community College Journal of Research and Practice, 37 (2013) 3, S.196-204 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2013.739513
Schlagwörter	Dual Enrollment; Higher Education; Access to Education; Equal Education; Institutional Characteristics; Comparative Analysis; Cohort Analysis; High School Students; High Schools; Educational Policy; Geographic Location; Disproportionate Representation; Rural Areas; Urban Areas; Suburbs; Disadvantaged Youth; Virginia + Suchen Sie Ihr Suchwort? Doppelstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Kohortenanalyse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Politics of education; Bildungspolitik; Rural area; Ländlicher Raum; Urban area; Stadtregion; Einzugsbereich; Benachteiligter Jugendlicher
Abstract	Increasing the percentage of adults with a college credential is paramount to sustaining our economic competitiveness. One strategy that has potential to help achieve the goal of increased postsecondary degree production is dual enrollment, which allows high school students to enroll in college-level courses for credit that can be applied simultaneously toward their high school and college degree requirements. However, dual enrollment can only help if students have access. This study capitalizes on a policy shift in the state of Virginia to descriptively assess whether dual enrollment offerings are disproportionally associated with certain high school characteristics. Although the policy shift had positive implications for access to dual enrollment courses, we found that access remains inequitably distributed. High schools that are located in suburbs and the northern region of the state, as well as high schools that are comprised of a high percentage of underrepresented students, continue to lag in their offering of dual enrollment courses. We posit explanations for these inequities and discuss implications in light of Virginia's goal to award 100,000 additional degrees by 2020. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10