ERIC Number: EJ1004146
Record Type: Journal
Publication Date: 2013-Jun
Abstractor: As Provided
Reference Count: 99
The Influence of Dual Enrollment on Academic Performance and College Readiness: Differences by Socioeconomic Status
An, Brian P.
Research in Higher Education, v54 n4 p407-432 Jun 2013
I examine the influence of dual enrollment, a program that allows students to take college courses and earn college credits while in high school, on academic performance and college readiness. Advocates consider dual enrollment as a way to transition high school students into college, and they further claim that these programs benefit students from low socioeconomic status (SES). However, few researchers examine the impact of dual enrollment on academic performance and college readiness, in particular, whether SES differences exist in the impact of dual enrollment. Even fewer researchers consider the extent to which improved access to dual enrollment reduces SES gaps in academic performance and college readiness. I find that participation in dual enrollment increases first-year GPA and decreases the likelihood for remediation. I conduct sensitivity analysis and find that results are resilient to large unobserved confounders that could affect both selection to dual enrollment and the outcome. Moreover, I find that low-SES students benefit from dual enrollment as much as high-SES students. Finally, I find that differences in program participation account for little of the SES gap in GPA and remediation.
Descriptors: Academic Achievement, College Readiness, College Credits, Grade Point Average, Remedial Instruction, Dual Enrollment, Socioeconomic Status, Researchers, High School Students, College Students
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Authoring Institution: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
WWC Study Page: https://ies.ed.gov/ncee/wwc/Study/84108