Eliminating Barriers to Dual Enrollment in Oklahoma

Roach, Rick; Vargas, Juanita Gamez; David, Kevin M.

doi:10.1002/cc.20130

Cited by 11 publications

(8 citation statements)

References 2 publications

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“…Finally, districts in states with stronger financial support to DE participation are associated with smaller White-minority DE participation gaps. This is not surprising given that the financial hurdles in regard to DE participation faced by students from less affluent families have been well documented (e.g., Karp et al, 2004;Museus et al, 2007;Roach et al, 2015). These barriers include both direct costs of participation, such as the tuition associated with college courses, and indirect costs, such as textbooks and transportation to local colleges.…”

Section: Policies To Remove Financial Barriersmentioning

confidence: 96%

College Acceleration for All? Mapping Racial Gaps in Advanced Placement and Dual Enrollment Participation

Solanki

Fink

2021

American Educational Research Journal

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This article documents the patterns of White-Black and White-Hispanic enrollment gaps in Advanced Placement (AP) and Dual Enrollment (DE) programs across thousands of school districts in the United States by merging several data sources. We show that the vast majority of districts have racial enrollment gaps in both programs, with wider gaps in AP than DE. Results from fractional regression models indicate that geographic variations in these gaps can be explained by both local and state factors. We also find that district-level resources and state policies that provide greater access to AP and DE are also associated with wider racial enrollment gaps, implying that greater resources may engender racial disparity without adequate efforts to provide equitable access and support for minority students.

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Section: Policies To Remove Financial Barriersmentioning

confidence: 96%

College Acceleration for All? Mapping Racial Gaps in Advanced Placement and Dual Enrollment Participation

Solanki

Fink

2021

American Educational Research Journal

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“…DE programs on college campuses can further provide exposure to college-level course expectations, highachieving peers, and college campus culture, especially for economically and racially minoritized students (Bailey & Karp, 2003;Karp et al, 2007;Kim & Bragg, 2008). Given how colleges and universities have also provided financial aid and support services to address the logistic challenges for high school students (Jordan, 2001;Lukes, 2014;Roach et al, 2015), enrolling in DE courses on a college campus may better support dually enrolled high school students both academically and socially.…”

Section: The National Landscape Of Dual Enrollmentmentioning

confidence: 99%

Does Delivery Location Matter? A National Study of the Impact of Dual Enrollment on College Readiness and Early Academic Momentum

Chan²

2021

Teachers College Record

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Background/Context Although dual enrollment (DE) programs have indicated positive impact on various high school and postsecondary outcomes, access to DE programs remains unequal; historically marginalized students are less likely than other students to attempt college credits in high school. Despite DE being a widely adopted program at the state level, these programs vary greatly by eligibility criteria, funding models, delivery location, and modality. Purpose/Objective/Research Question/Focus of Study Guided by prominent learning theories, we hypothesize that the influence of early DE on later educational pathways and outcomes may vary by the location in which DE is delivered. This study examines whether the delivery location of DE (i.e., on a college campus or otherwise) influences students’ college readiness and first-year academic momentum in college, with a special focus on its heterogeneous effect among students of diverse racial and socioeconomic background. Research Design Using the restricted-use data from High School Longitudinal Study of 2009 (HSLS:09), we use a quasi-experimental approach (i.e., inverse probability weighting models) with a nationally representative sample of students who have taken at least one DE course by 11th grade. Findings/Results The findings reveal that students who took at least one DE course on a college campus do not differ in their cumulative high school GPA, in their probability of attending college, in whether they took developmental courses, in whether they attended college immediately after high school graduation, and in their probability of full-time enrollment when compared with those who took DE course(s) elsewhere. However, the findings are not applicable to all students of varying background defined by race/ethnicity and socioeconomic status. Conclusions/Recommendations This study provides several implications: (1) Because DE courses taken on a high school or college campus equally fuel students’ college readiness and early academic momentum, advising practices should acknowledge the benefits of DE courses regardless of delivery location. (2) DE participation with college exposure may particularly benefit students of higher socioeconomic status (SES), so interventions that offer holistic college experiences beyond academic work are needed to effectively prepare lower SES students for college life and accumulate academic momentum are needed. (3) States and educational entities should be mindful about the potential disparate effect of DE programs and provide regulation, oversight, and quality assurance so that these programs can narrow the postsecondary achievement gap.

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“…Although students with strong academic skills and a passion for work in the career cluster are better prepared to succeed in CTE programs (Packard, Gagnon, & Moring-Parris, 2010;Roach, Gamez Vargas, & David, 2015), others argue that effective CTE programs must remain open to all students (Kuang & Shi, 2009;Taylor et al, 2009). On the other hand, in many nations, vocational education has traditionally been viewed as a second priority to ordinary education.…”

Section: Teacher Leader and Student Characteristicsmentioning

confidence: 99%

Key Features to Inform Student Outcomes: Learning from a High School Healthcare Education Program

Thessin

Scully‐Russ

Hildreth

et al. 2018

International Journal of Educational Reform

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At a time when U.S. policymakers are demonstrating their commitment to CTE established to address particular workforce shortage areas, this mixed methods evaluation study sought to understand the key features and outcomes of an existing healthcare education program (HEP) founded with this intent. Findings demonstrated that the HEP incorporates several unique features that should be considered by other programs including hands-on work using hospital equipment, workplace observations, and a strong emphasis on career decision-making efficacy. Evidence showed that students who continue in a Career and Technical Education (CTE) program for more than one year may exhibit somewhat higher rates of college enrollment.

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Eliminating Barriers to Dual Enrollment in Oklahoma

Cited by 11 publications

References 2 publications

College Acceleration for All? Mapping Racial Gaps in Advanced Placement and Dual Enrollment Participation

College Acceleration for All? Mapping Racial Gaps in Advanced Placement and Dual Enrollment Participation

Does Delivery Location Matter? A National Study of the Impact of Dual Enrollment on College Readiness and Early Academic Momentum

Key Features to Inform Student Outcomes: Learning from a High School Healthcare Education Program

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