Dual Credit Enrollment: A Multiyear Study of Gender and Ethnic Differences

Abstract

In this investigation, we ascertained the extent to which differences were present in dual credit enrollment by gender and by ethnicity for students ( > 150,000) enrolled in a Texas community college from the 2005-2006 through the 2011-2012 academic years. Statistical analyses revealed an increase in the numbers (i.e., from 3,069 to 3,664) and percentages (i.e., from 12.2% to 19.5%) of students who were enrolled in dual credit courses over the time period analyzed. Moreover, higher percentages of women (i.e., 20.8% in the most recent academic year) had enrolled in dual credit courses while in high school than men (i.e., 17.9% in the most recent academic year). Differences were also present as a function of ethnicity, with 33.1% Asian, 25.3% White, 17.4% Hispanic, and 7.5% Black students having been enrolled in dual credit in the most recent academic year. Differences were also revealed by gender for Hispanic and White students, but not for Asian and Black students. Implications of our findings are discussed.

National Evidence of the Relationship Between Dual Enrollment and Student Loan Debt

“…Given that taking DE courses may deter students of color from incurring student loan debt, equal access to DE courses carries important implications for conversations regarding how to reduce student loan debt. Across individual states, White students participated in DE courses at about twice the rate of Black and Hispanic/Latinx students (Fink, 2021; Pretlow & Wathington, 2014; Roach et al, 2015; Young et al, 2013). Further research should continue to explore how policies at varying levels can incentivize equal access to DE programs, particularly among students of color.…”

Flipped Classrooms for Advanced Science Courses

“…Numerous studies suggest that an increase in the availability and completion of advanced high school courses, which address critical thinking and problem solving skills, could ameliorate the issue (Allen and Dadgar 2012; An 2013b; McKillip and Rawls 2013). Contrary to the dropout rates, the students who complete Advanced Placement high school courses have a higher rate of collegiate success (Willingham and Morris 1986;Andrews and Barnett 2002).…”

“…Other researchers have found similar results with both AP courses and dual credit (Mattern et al 2009;Smith 2007;Crouse and Allen 2014;Dougherty et al 2006). Many indicate that the higher expectations incorporated into advanced courses do more than deliver content to the students; the courses also supply students with problem solving and critical thinking skills and teach the students appropriate studying habits (An 2013a;Henry 1990;Willingham and Morris 1986). The rigor and preparation that students receive in secondary school could have an effect upon future collegiate success (Watt et al 2011;Bailey and Karp 2003;McKillip and Rawls 2013;Willingham and Morris 1986).…”

“…Many indicate that the higher expectations incorporated into advanced courses do more than deliver content to the students; the courses also supply students with problem solving and critical thinking skills and teach the students appropriate studying habits (An 2013a;Henry 1990;Willingham and Morris 1986). The rigor and preparation that students receive in secondary school could have an effect upon future collegiate success (Watt et al 2011;Bailey and Karp 2003;McKillip and Rawls 2013;Willingham and Morris 1986). Therefore, schools have been encouraged by governmental authorities to expand programs that incorporate more rigorous courses, such as Advanced Placement and Dual Enrollment (An 2013b;Schneider 2011;Lacey 2010;Karp et al 2005).…”

“…However, only slightly more than half the students who enter post-secondary school complete a baccalaureate within 6 years (National Center for Education Statistics 2013; Adelman 2006). It has also been shown that students who participate in advanced college preparatory courses in high school have a greater proclivity of success in college (Willingham and Morris 1986;Andrews and Barnett 2002;Allen and Dadgar 2012). Therefore, it could be extrapolated that students should be encouraged to enroll and successfully complete advanced courses to enhance their chances of collegiate degree completion through acquisition of skills necessary for academic success in post-secondary academic success (Bailey and Karp 2003;Watt et al 2011).…”