Is Dual Enrollment a Predictor of Academic Success?
DOI:
https://doi.org/10.52731/lir.v004.219Keywords:
dual enrollment, institutional research, college graduation, student successAbstract
As almost all institutions of higher education continue to face enrollment issues, they must consider evidence-based strategies to sustain and increase recruitment, matriculation, retention, and graduation. Policy makers and educational administrators expect that dual enrollment provides institutions of higher education an opportunity to invest early in student success by encouraging students to pursue postsecondary education while decreasing cost and time to graduation. However, findings across multiple studies suggest that dual enrollment does not necessarily always increase a student’s chance for positive post-secondary school outcomes. This study analyzed data from a R1 southern flagship institution to determine if dual enrollment was a predictor for college graduation. Use of descriptive statistics, ANOVA, and stepwise logistic regression determined that dual enrollment alone did not increase the probability of graduation. Variables impacting graduation and dual enrollment characteristics are discussed and recommendations provided for institutions.
References
National Center for Education Statistics (2022, May). College enrollment rates. Condition of Education. U.S. Department of Education, Institute of Education Sci-ences. https://nces.ed.gov/programs/coe/indicator/cpb/college-enrollment-rate
Kewedar, S. M. R. & Abulamoun, K. A. A. (2022, March 18). The impact of COVID-19 on global health and other aspects of human life. Journal of Experi-mental and Clinical Medicine, 39(2), 536-547.
National Student Clearinghouse (2023, February 2). Current term enrollment esti-mates: Fall 2022 expanded edition. https://nscresearchcenter.org/current-term-enrollment-estimates/
Causey, J., Lee, S., Ryu, M., Scheetz, A., & Shapiro, D. (Nov 2022), Completing College: National and State Report with Longitudinal Data Dashboard on Six- and Eight-Year Completion Rates. (Signature Report 21), Herndon, VA: National Student Clearinghouse Research Center.
Tobolowsky, B. F. & Allen, T. O. (2016). Understanding the opportunities and challenges of dual credit. ASHE Higher Education Report, 42(3). Wiley Periodicals, Inc.
American Association of State Colleges and Universities. (2002). The open door: Assessing the promise and problems of dual enrollment. AASCU State Policy Briefing, 1(1), 1–10.
Boswell, K. (2001). Dual enrollment programs: Accessing the american dream. Education Commission of the States, Office of Community College Research and Leadership, Update on Research and Leadership Newsletter, 13(1), 1–3.
Martinez, M., & Bray, J. (2002). All over the map: State policies to improve the high school. Washington, DC: Institute of Educational Leadership.
Karp, M. M., Calcagno, J. C., Hughes, K. L., Jeong, D. W., & Bailey, T. R. (2007). The postsecondary achievement of participants in dual enrollment: An analysis of student outcomes in two States. St. Paul: National Research Center for Career and Technical Education, University of Minnesota.
Venezia, A., Kirst, M. W., & Antonio, A. L. (2003). Betraying the college dream: How disconnected K-12 and postsecondary education systems undermine student aspirations. Stanford Institute for Higher Education Research.
Allen, D. & Dadgar, M. (2012). Does Dual Enrollment Increase Students’ Success in College? Evidence from a Quasi-Experimental Analysis of Dual Enrollment in New York City. New Directions for Higher Education, (158), 11-19.
Young, R.D., Joyner, S. A., & Slate, J. R. (2013). Grade Point Average Differences between Dual and Nondual Credit College Students. Urban Studies Research, 1–6. https://doi-org.libproxy.wustl.edu/10.1155/2013/638417
Swanson (2008). An analysis of the impact of high school dual enrollment course participation on post-secondary academic success, persistence and degree comple-tion. Iowa City: Institute for Research and Policy Acceleration at the Belin-Blank Center for Gifted Education, University of Iowa.
Jagesic, S., Ewing, M., Wyatt, J. N., & Feng J. (2021). Unintended consequences: Understanding the relationship between dual enrollment participation, college un-dermatch, and bachelor’s degree attainment. Research in Higher Education, 63, 119-139.
The Foundation for Ensuring Access & Equity, Inc. (2013). Academic “under-match” and what it means to you. https://www.accessandequity.org/academic-undermatch-and-what-it-means-to-you/
Speroni, C. (2011). High school dual enrollment programs: Are we fast tracking students too fast? National Center for Postsecondary Research.
Bailey, T. and Karp, M. M. (2003). Promoting College Access and Success: A Review of Credit-Based Transition Programs. U.S. Department of Education, Office of Adult and Vocational Education: Washington, D.C.
Tinto, V (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45(1), 89-125.
Community College Research Center (2012). What do we know about dual en-rollment: Research overview. New York: Teachers College, Columbia University. Retrieved from http://ccrc.tc.columbia.edu/media/k2/attachments/dual-enrollment-research-overview.pdf
Lee, J., Fernandez, F., Ro, H. K., Suh, H. (2022). Does dual enrollment influence high school graduation, college enrollment, choice, and persistence? Research in Higher Education, (63), 825-848. https://doi-org.libproxy.wustl.edu/10.1007/s11162-021-09667-3
National Commission on the High School Senior Year. (2001). Raising our sights: No high school senior left behind. Princeton, NJ: Woodrow Wilson National Fel-lowship Foundation.
