Publications & ProductsSearch Results: (1-14 of 14 records)
| Pub Number | Title |  Date |
|---|---|---|
| REL 2021089 | Understanding Access to and Participation in Dual Enrollment by Locale and Income Level
By providing students with an opportunity to take college courses and earn college credits while in high school, dual enrollment programs effectively increase college access, enrollment, and degree attainment. Such programs might be particularly beneficial for high school students who might be less likely to go to college, including students from rural areas and low-income households. Given the comparatively rural geography of the Regional Educational Laboratory (REL) Central region, stakeholders need a comprehensive resource for understanding dual enrollment access and participation in their states in order to support the identification of strategies to expand opportunities for college and career preparation. This report presents information on patterns in dual enrollment access and participation for the 2017/18 school year in the REL Central states (Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming) and the region as a whole and compares these state and regional patterns with national patterns. The report also reveals how dual enrollment access and participation varied with school characteristics, including school locale (city, suburban, town, or rural) and percentage of students from low-income households. The study found that dual enrollment access and participation were higher in the REL Central region than nationally. Additionally, students in rural and city locales tended to have lower dual enrollment access than did their peers in town and suburban locales. In contrast, dual enrollment participation was generally higher for students in rural and town locales than for their peers in city locales. In some states, however, both dual enrollment access and participation were higher in rural and town schools than in city schools. The study also found that in the REL Central region and nationally, schools serving higher percentages of students from low-income households had higher dual enrollment access and participation than did schools serving lower percentages of students from low-income households. Education leaders can use the study findings to advance progress toward state and district postsecondary readiness goals and to inform the development of supports or incentives related to dual enrollment. |
5/24/2021 |
| NCES 2020125 | Dual or Concurrent Enrollment in Public Schools in the United States
This Data Point examines dual or concurrent enrollment at public schools in the United States with students enrolled in any of grades 9–12. |
12/1/2020 |
| NCES 2019430 | Advanced Placement, International Baccalaureate, and Dual-Enrollment Courses: Availability, Participation, and Related Outcomes for 2009 Ninth-Graders: 2013
Advanced Placement (AP), International Baccalaureate (IB), and dual-enrollment courses are generally regarded as academically rigorous courses for high school students. These Web Tables provide the most recent national statistics on the availability of these academically rigorous courses and programs, the percentage of graduates who earn high school credits in them, and the postsecondary outcomes of students who earned varying numbers of such credits. They use nationally representative survey and transcript data collected in the High School Longitudinal Study of 2009 (HSLS:09). |
8/1/2019 |
| NCES 2019176 | Dual Enrollment: Participation and Characteristics
This report is based on data from the High School Longitudinal Study of 2009 (HSLS:09), a nationally representative, longitudinal study of more than 23,000 ninth-graders in 2009. Follow-up surveys were administered to the cohort in 2012, 2013, and 2016. The study also obtained data from students’ high school transcripts, generally covering the fall 2009 term through the summer 2013 term. Students in HSLS:09 were asked questions about courses they took for college credit during their high school tenures. This arrangement is commonly known as “dual” or “concurrent” enrollment and is promoted as a means to help students prepare and demonstrate their readiness for the rigors of college coursework, as well as potentially save on the costs of college. |
2/5/2019 |
| REL 2016137 | Dual Enrollment Courses in Kentucky: High School Students' Participation and Completion Rates
Kentucky is using dual enrollment as one strategy to improve access to postsecondary education for its high school students, particularly after passage of Kentucky Senate Bill 1 in 2009, which focused on improving college and career readiness. The Regional Educational Laboratory (REL) Appalachia undertook a descriptive study of participation in and completion of dual enrollment courses for Kentucky students in grades 11 and 12 from 2009/10 through 2012/13. The findings describe the characteristics of students participating in and completing dual enrollment courses, as well as how participation and course completion rates differ based on student, school, and postsecondary characteristics. About 20 percent of the state's public high school students in grades 11 and 12 pursued this opportunity at public postsecondary institutions with about 85 percent of the dual enrollment courses attempted being completed for credit. Participation rates varied by student characteristics, with higher participation rates for students in grade 12, female students, White students, students who were not English language learners, students not eligible to receive free or reduced-price lunch, and those students with the highest grade point averages and ACT scores. Course completion rates varied by student characteristics, with lower completion rates for Black students, students eligible for free or reduced-price lunch, students with C grade point averages or below, and students with low ACT scores. The findings raise important questions about differential course participation rates for students of different race/ethnicities, genders, and family incomes. In addition, online dual enrollment courses were increasingly attempted by students in grades 11 and 12 over time. The increase in students attempting courses online has important implications for the state as staff consider how best to provide access to dual enrollment courses in rural and remote locations where students may have limited access to online services. |
6/22/2016 |
| NCES 2013006 | PEQIS 18: Public-Use Data Files and Documentation: Dual Enrollment Programs and Courses for High School Students, 2010-11
(NCES 2013-006)
This file contains data from a quick-response survey titled "Dual Enrollment Programs and Courses for High School Students, 2010-11". The survey was designed to provide descriptive national data on the prevalence and characteristics of dual enrollment programs at postsecondary institutions in the United States. For this survey, dual enrollment refers to high school students earning college credits for courses taken through a postsecondary institution. NCES released the results of the survey in the publication, “Dual Enrollment Programs and Courses for High School Students at Postsecondary Institutions: 2010-11” (NCES 2013–002). Questionnaires were mailed to the PEQIS institutions in September 2011. Institutions were told that the survey was designed to be completed by the person(s) most knowledgeable about dual enrollment at the institution. Respondents had the option of completing the survey online. Telephone follow-up of nonrespondents was initiated in October 2011; data collection and clarification were completed in February 2012. The response rates were 93 percent unweighted and 94 percent weighted. This survey collected information on the enrollment of high school students in college-level courses within and outside of dual enrollment programs. Institutions reported on the types of eligibility requirements for high school students to participate in dual enrollment programs. Other survey topics included whether courses were taught through distance education or at various locations, and whether the courses were taught by college or high school instructors. The survey also included questions about which sources paid tuition and the types of expenses generally paid out of pocket by students and their parents. Data on whether institutions had a dual enrollment program geared specifically toward high school students at risk of educational failure were also collected. |
6/14/2013 |
| NCES 2013004 | Public-Use Data Files and Documentation (FRSS 104): Dual Credit and Exam-Based Courses, 2010-11
This file contains data from a fast-response survey titled "Dual Credit and Exam-Based Courses." This survey provides national estimates on the prevalence and characteristics of dual credit and exam-based courses in public high schools. For this survey, dual credit is defined as a course or program where high school students can earn both high school and postsecondary credits for the same courses; exam-based courses are Advanced Placement (AP) and International Baccalaureate (IB) courses. NCES released the results of this survey in the First Look report “Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2010–11” (NCES 2013-001). Questionnaires and cover letters were mailed to the principal of each sampled school in September 2011. The letter stated the purpose of the study and requested that the questionnaire be completed by the person most knowledgeable about dual credit and exam-based courses in the school, often the school’s lead guidance counselor or director of school guidance counselors. Respondents were offered the option of completing the survey via the Web. Telephone follow-up for survey nonresponse and data clarification was initiated in October 2011 and completed in February 2012. The weighted response rate was 91 percent. The survey asked respondents to report information on courses for which they could earn dual credit with any postsecondary institution. Respondents reported on requirements that students must meet in order to enroll in dual credit courses. Data on whether students took any courses with an academic focus or with a career and technical/vocational focus were also collected. Other survey topics included whether courses were taught through distance education or at various locations, and whether the courses were taught by high school or postsecondary instructors. Respondents also reported whether most students (and their parents), the school, or district paid for various dual credit course expenses. |
6/14/2013 |
| WWC QR20004 | Quick Review: "The Impact of Dual Enrollment on College Degree Attainment: Do Low-SES Students Benefit?"
This study used data from the National Education Longitudinal Study (NELS:88) to examine the effects of dual enrollment programs for high school students on college degree attainment. Dual enrollment programs allow high school students to take college courses and earn college credits while still in high school. |
4/24/2013 |
| NCES 2013002 | Dual Enrollment Programs and Courses for High School Students at Postsecondary Institutions: 2010-11
This report provides national estimates about dual enrollment programs and courses at postsecondary institutions. The estimates presented in this report are based on an institution survey about dual enrollment programs and courses offered by the postsecondary institutions during the 2010-11 school year. |
3/5/2013 |
| NCES 2013001 | Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2010-11
This report provides national estimates about dual credit courses at public high schools. The estimates presented in this report are based on a school survey about dual credit courses offered by high schools during the 2010-11 school year. |
2/19/2013 |
| REL 2012119 | Who Enrolls in Dual Enrollment and Other Acceleration Programs in Florida High Schools?
This study of advanced-level high school courses that offer credit toward both a high school diploma and a college degree in Florida compares one such program (dual enrollment) with others, describing the number and characteristics of grade 11 and 12 students enrolled overall and by district. It also examines dual enrollment partnerships between high schools and colleges in nine sample school districts. |
11/18/2011 |
| NCES 2009045 | Public Use Data Files and Documentation (PEQIS 14): Dual Enrollment Programs and Courses for High School Students (NCES 2009-045)
This file contains data from a quick-response survey titled "Dual Enrollment Programs and Courses for High School Students." The survey was conducted by the National Center for Education Statistics, Institute of Education Sciences, using the Postsecondary Education Quick Information System (PEQIS). The study provides information on the topic of dual enrollment of high school students at postsecondary institutions. Dual enrollment, also known as “dual credit,” “concurrent enrollment,” and “joint enrollment,” refers to the participation in college-level courses and the earning of college credits by high school students. Dual enrollment is viewed as providing high school students benefits such as greater access to a wider range of rigorous academic and technical courses, savings in time and money on a college degree, promoting efficiency of learning, and enhancing admission to and retention in college. NCES released the results of the survey in the publication Dual Enrollment of High School Students at Postsecondary Institutions: 2002–03 (NCES 2005-008). In February 2004, questionnaires and cover letters for the study were mailed to the PEQIS survey coordinators at the approximately 1,600 Title IV degree-granting postsecondary institutions in the 50 states and the District of Columbia that compose the PEQIS panel. Coordinators were informed that the survey was designed to be completed by the person(s) at the institution most knowledgeable about the institution's dual enrollment programs and courses. Respondents were given the option of completing the survey online or on paper. Telephone follow-up for survey nonresponse and data clarification was initiated in mid-March 2004, and data collection was completed in June 2004. The overall response rates were 91 percent unweighted and 92 percent weighted. The survey asked respondents to report on the prevalence of college course-taking by high school students at their institutions during the 2002–03 12-month academic year, both within and outside of dual enrollment programs. Among institutions with dual enrollment programs, additional information was obtained on the characteristics of programs, including course location and type of instructors, program and course curriculum, academic eligibility requirements, and funding. Institutions with dual enrollment programs were also asked whether they had programs specifically geared toward high school students at risk of education failure; if they answered yes, they were asked a series of questions about the features of such special programs. |
2/10/2009 |
| NCES 2005008 | Dual Enrollment of High School Students at Postsecondary Institutions: 2002-03
This report provides data from a nationally representative survey of Title IV degree-granting postsecondary institutions on the topic of dual enrollment of high school students. Dual enrollment, also known as “dual credit,” “concurrent enrollment,” and “joint enrollment,” refers to the participation in college-level courses and the earning of college credits by high school students. Survey respondents at selected postsecondary institutions were asked to report on the prevalence of college coursetaking by high school students at their institutions during the 2002–03 12-month academic year, both within and outside of dual enrollment programs. Among institutions with dual enrollment programs, additional information was obtained on the characteristics of programs, including course location and type of instructors, program and course curriculum, academic eligibility requirements, and funding. Survey findings are presented at the national level and by institution type and size. |
4/6/2005 |
| NCES 2005009 | Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2002-03
This public school survey is the first national survey to provide baseline data on dual credit and exam-based courses, including Advanced Placement (AP) and International Baccalaureate (IB) courses, for public high school students. The report provides national estimates of the number of public high schools that offered dual credit and/or exam-based courses, as well as the number of enrollments in those courses. In addition, it examines the location and educational focus of these courses, dual credit course characteristics, and school requirements surrounding dual credit courses. Survey findings are presented at the national level and by school characteristics such as enrollment size, school locale, region, and percent minority enrollment. |
4/6/2005 |
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