College Course Grades for Dual Enrollment Students

Autor/inn/en	Crouse, Jill D.; Allen, Jeff
Titel	College Course Grades for Dual Enrollment Students
Quelle	In: Community College Journal of Research and Practice, 38 (2014) 6, S.494-511 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2011.567168
Schlagwörter	Grades (Scholastic); Comparative Analysis; High School Students; Dual Enrollment; Conventional Instruction; Two Year College Students; Academic Achievement; Regression (Statistics); Scores; Grade Point Average; Family Income; Racial Differences; Gender Differences; Course Selection (Students); Iowa; ACT Assessment + Suchen Sie Ihr Suchwort? Notenspiegel; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Doppelstudium; Schulleistung; Regression; Regressionsanalyse; Familieneinkommen; Rassenunterschied; Geschlechterkonflikt; Course selection; Kurswahl; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	This study compared college course grade outcomes, both during and after high school, of dual-enrollment students to those of traditional students. The study was based on a large, multiyear sample of Iowa high school and community college students. The results showed that while in high school, dual-enrollment students consistently outperformed traditional students in community college courses. However, much of the difference might be due to underlying differences in the two groups associated with the type of college the students chose to attend after high school (i.e., four-year vs. two-year). Dual enrollment students tended to perform about the same as traditional students in terms of post-high-school community college course grades. For students who enrolled in four-year institutions after high school, analyses of college course grade data suggested a small positive effect of dual enrollment on first-year college grade point average (GPA). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10