College Persistence of Dual-Enrolled High School Students When Considering Modality of Dual-Enrollment Course Delivery

Abstract

Dual-enrollment programs are a fixture in American secondary education and allow high school students the opportunity to receive college credits while attending high school. However, whether the location of a dual-enrollment course encourages college persistence is not fully understood. Student Integration Theory and Psychological Theory are applied to various modes of dual-enrollment course delivery. The College Persistence Questionnaire ( CPQ) measured college persistence of 101 dual-enrolled high school students taking college courses at either a high school or at a community college. An ANOVA revealed a significant difference ( p < .01) in college persistence based on course location with students taking courses on the college campus having higher persistence. The researchers concluded that location of a dual enrollment course is a significant factor when evaluating college persistence. Implications for practice are offered.

Beyond College Access: An Exploration of the Short-Term Impact of a Dual Enrollment Program

“…Dual enrollment serves as a potential strategy for high school students to develop the academic and social skills necessary for success in college (Karp & Hughes, 2008; Liu et al, 2020). Students can participate in dual enrollment by taking a course, a series of courses, or engaging in a formal program designed to provide additional supports (Alsep & Depenhart, 2020). Dual enrollment students simultaneously earn credits that count toward both their high school graduation requirements and postsecondary degrees (Lile et al, 2017; Zinth, 2014).…”

“…Research suggests that participation in dual enrollment markedly increases the likelihood that students enroll in and persistence through postsecondary education (Allen & Dadgar, 2012; An, 2013a; Hoffman et al, 2009; Liu et al, 2020; Moreno et al, 2021; Taylor, 2015). Students who participate in dual enrollment gain exposure to the academic challenges of college.…”

“…Although much of the literature purports positive postsecondary outcomes for dual enrollment students, recent studies have disaggregated participation and outcome data to analyze the accessibility of these opportunities across student groups. Previous studies highlight inequities disproportionately favoring several student subgroups, most notably White students, female students, and students from higher socioeconomic backgrounds (Liu et al, 2020; Moreno et al, 2021; Museus et al, 2007; Pretlow & Wathington, 2014; Taylor, 2015). Limited research has focused on the experiences of dual enrollment participants specifically for those traditionally underrepresented in higher education such as Black, Latinx, and first-generation students (Moreno et al, 2021).…”

“…Limited research has focused on the experiences of dual enrollment participants specifically for those traditionally underrepresented in higher education such as Black, Latinx, and first-generation students (Moreno et al, 2021). Moreover, there is a need to better understand how the components of dual enrollment programs promote positive outcomes for students (Alsep & Depenhart, 2020; Taylor, 2015). To address these gaps, we seek to amplify the strategies employed in one dual enrollment program that facilitate postsecondary access and success and how this program has demonstrated positive short-term outcomes for underrepresented students.…”

“…Instead of completing college courses in their high school buildings, program participants utilize public transportation, financially supported by the school district, to travel to the university's main campus each afternoon, following their morning high school courses and lunch at their high school. The on-campus program setting provides participants with direct exposure to the college environment (Alsep & Depenhart, 2020; Conley, 2012; Dyce et al, 2013; Lile et al, 2017). TES program participants spend 2 weeks at the end of the summer and every afternoon of the academic year (September through mid-June) engaged in several different experiences.…”