College Comes to High School: Participation and Performance in Tennessee's Innovative Wave of Dual-Credit Courses

Autor/inn/en	Hemelt, Steven W.; Swiderski, Tom
Titel	College Comes to High School: Participation and Performance in Tennessee's Innovative Wave of Dual-Credit Courses
Quelle	In: Educational Evaluation and Policy Analysis, 44 (2022) 2, S.313-341 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/01623737211052310
Schlagwörter	High School Students; Dual Enrollment; College Credits; Courses; State Programs; Advanced Placement; Course Selection (Students); Program Termination; Student Participation; Postsecondary Education; Educational Policy; Policy Analysis; Withdrawal (Education); Tennessee + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Doppelstudium; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Kursangebot; Regierungsprogramm; Course selection; Kurswahl; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Post-secondary education; Tertiäre Bildung; Politics of education; Bildungspolitik; Politikfeldanalyse; Kursabbruch
Abstract	We analyze the rollout of a Statewide Dual-Credit (SDC) program intended to expand access to college-level courses during high school. We find that SDC increased early postsecondary course-taking among students in the middle of the achievement distribution, especially through courses in vocational subjects, without decreasing participation in Advanced Placement (AP). However, SDC was mostly offered by schools already providing courses in similar subject areas and was less frequently offered in small relative to large schools, thus doing little to ameliorate placed-based gaps in course-taking opportunities. Furthermore, a majority of students failed the end-of-course exams necessary to secure college credit, and those who passed closely resemble students who pass AP exams. Low SDC exam pass rates predict school-level discontinuation of SDC courses over and above a range of other factors that reflect student demand and staffing capacity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01