Journal article
The Influence of Dual Enrollment on Academic Performance and College Readiness: Differences by Socioeconomic Status
Research in Higher Education, Vol.54(4), pp.407-432
06/2013
DOI: 10.1007/s11162-012-9278-z
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.
Details
- Title: Subtitle
- The Influence of Dual Enrollment on Academic Performance and College Readiness: Differences by Socioeconomic Status
- Creators
- Brian P An - University of Iowa 493 Lindquist Center North Iowa City IA 52242 USA
- Resource Type
- Journal article
- Publication Details
- Research in Higher Education, Vol.54(4), pp.407-432
- Publisher
- Springer Netherlands; Dordrecht
- DOI
- 10.1007/s11162-012-9278-z
- ISSN
- 0361-0365
- eISSN
- 1573-188X
- Language
- English
- Date published
- 06/2013
- Academic Unit
- Sociology and Criminology; Educational Policy and Leadership Studies; Center for Social Science Innovation
- Record Identifier
- 9983980095602771
Metrics
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