The Influence of Dual Enrollment on Academic Performance and College Readiness: Differences by Socioeconomic Status

Autor/in	An, Brian P.
Titel	The Influence of Dual Enrollment on Academic Performance and College Readiness: Differences by Socioeconomic Status
Quelle	In: Research in Higher Education, 54 (2013) 4, S.407-432 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-012-9278-z
Schlagwörter	Academic Achievement; College Readiness; College Credits; Grade Point Average; Remedial Instruction; Dual Enrollment; Socioeconomic Status; Researchers; High School Students; College Students + Suchen Sie Ihr Suchwort? Schulleistung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Förderkurs; Doppelstudium; Socio-economic status; Sozioökonomischer Status; Researcher; Forscher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent
Abstract	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. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10