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ERIC Number: EJ1168821
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: EISSN-2161-4210
Dual Enrollment Policies and Undergraduate Rates in the United States: An Institutional and Cohert Approach Using the 2006-2014 IPEDS
Myers, Carrie B.; Myers, Scott M.
Research & Practice in Assessment, v12 p5-17 Win 2017
Previous studies have found that freshmen who enter college with dual enrollment credits earned during high school have higher 6-year graduation rates. Yet, we do not know if institutional graduation rates benefit in the aggregate from their practice of accepting dual enrollment credits among incoming freshman cohorts. In this study, we used institutional panel data from the Integrated Postsecondary Education Data System and the 2006, 2007, and 2008 incoming freshman cohorts to address this policy issue. Based on regression results from generalized linear models, we found a contradictory pattern for the relationship between the institutional practice of accepting dual enrollment credits and graduation rates. Among the lesser selective institutions, those that accepted dual enrollment credits among their incoming freshmen realized higher 6-year graduation rates. But among the more selective institutions, this same practice was associated with lower 6-year graduation rates.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A