Dual Credit/Dual Enrollment and Data Driven Policy Implementation

Autor/inn/en	Lichtenberger, Eric; Witt, M. Allison; Blankenberger, Bob; Franklin, Doug
Titel	Dual Credit/Dual Enrollment and Data Driven Policy Implementation
Quelle	In: Community College Journal of Research and Practice, 38 (2014) 11, S.959-979 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2013.790305
Schlagwörter	Dual Enrollment; College Credits; Community Colleges; Statistical Analysis; Probability; Regression (Statistics); Models; Correlation; College Attendance; High School Students; State Legislation; Educational Legislation; Educational History; Policy Formation; Predictor Variables; Data; Illinois + Suchen Sie Ihr Suchwort? Doppelstudium; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Community college; Community College; Statistische Analyse; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Regression; Regressionsanalyse; Analogiemodell; Korrelation; Attendance; Anwesenheit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Landesrecht; Bildungsrecht; Schulgesetz; History of education; Bildungsgeschichte; Politische Betätigung; Prädiktor; Daten
Abstract	The use of dual credit has been expanding rapidly. Dual credit is a college course taken by a high school student for which both college and high school credit is given. Previous studies provided limited quantitative evidence that dual credit/dual enrollment is directly connected to positive student outcomes. In this study, predictive statistics were calculated using the generalized linear mixed model function in SPSS. For the final analysis, a two-level, propensity score weighted, multinomial logistic regression model was developed. Findings of this study are that even after controlling for selection bias, variation across high schools, and several education and socioeconomic status variables, dual credit/dual enrollment was significantly related to increased odds of enrolling at both four-year institutions and community colleges upon high school graduation. The opportunity presented by dual credit expansion and related policy recommendations are explored within the state and federal completion agenda context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10