Access to Dual Enrollment in the United States: Implications for Equity and Stratification

Autor/inn/en	Rivera, Luis E.; Kotok, Stephen; Ashby, Nathan
Titel	Access to Dual Enrollment in the United States: Implications for Equity and Stratification
Quelle	In: Texas Education Review, 7 (2019) 2, S.14-29 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2329-5724
Schlagwörter	Dual Enrollment; Equal Education; Socioeconomic Status; Geographic Regions; Educational Policy; Efficiency; Human Capital; Student Characteristics; Institutional Characteristics; Excellence in Education; Rural Urban Differences; Grade Point Average; Attendance; Public Policy; High School Students; Higher Education + Suchen Sie Ihr Suchwort? Doppelstudium; Socio-economic status; Sozioökonomischer Status; Politics of education; Bildungspolitik; Effectiveness; Effektivität; Wirkungsgrad; Humankapital; Lernerfolg; Stadt-Land-Beziehung; Anwesenheit; Öffentliche Ordnung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Dual enrollment (DE) programs are on the rise nationally. This study uses recently available nationally representative data to examine which student and school characteristics predict participation in DE in the United States. We connect DE participation to human capital theory and related educational policy values of equity, excellence, and efficiency. Using logistic regressions, we find that, on average, 9th grade GPA and attendance as well as higher socioeconomic status increased the odds that a student participates in DE. Our analysis also detects geographic disparities with students in rural areas and the South being more likely to take DE. We discuss implications for educational and economic policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01