Dual Credit, College Type, and Enhanced Degree Attainment

Autor/inn/en	Blankenberger, Bob; Lichtenberger, Eric; Witt, M. Allison
Titel	Dual Credit, College Type, and Enhanced Degree Attainment
Quelle	In: Educational Researcher, 46 (2017) 5, S.259-263 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
Schlagwörter	High School Graduates; Student Records; Data Analysis; College Credits; Student Participation; College Bound Students; Noncollege Bound Students; Matched Groups; Dual Enrollment; Educational Policy; Educational Attainment; Institutional Characteristics; Academic Achievement; Correlation; Regression (Statistics); Hierarchical Linear Modeling; Illinois + Suchen Sie Ihr Suchwort? High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Schülerakte; Auswertung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Doppelstudium; Politics of education; Bildungspolitik; Bildungsabschluss; Bildungsgut; Schulleistung; Korrelation; Regression; Regressionsanalyse
Abstract	In this study, we analyzed data for the Illinois high school class of 2003 to determine the impact of dual credit participation on postsecondary attainment. We matched 8,095 dual credit participants to an equal number of nonparticipants within the same high school at the point of postsecondary enrollment using propensity scores calculated through a two-level hierarchical generalized linear model with college type as a posttreatment adjustment. Results indicate that community college students taking dual credit were significantly more likely to obtain a baccalaureate degree (28% to 19%, respectively) than their matched peers who did not participate in dual credit. We found similar improvements in postsecondary degree attainment for students attending colleges at multiple selectivity levels, although the largest and most robust effects were found for students starting at community colleges and at non/less competitive entry institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01