Registration patterns, student characteristics and dual enrollment success in Georgia

Berry, Reanna; Partridge, Mark Allen; Schaller, Tracey King; Routon, P. Wesley

doi:10.1108/jarhe-02-2021-0063

Cited by 3 publications

(5 citation statements)

References 21 publications

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“…Despite this positive finding, Duncheon (2020) found that privileged higher achieving students were most often selected for dual enrollment programs, thus, further negatively impacting minoritized students. Other researchers found that minoritized students who participated in dual enrollment benefited more than their white peers (An and Taylor, 2019;Berry et al, 2021;Vargas, 2010;Xu et al, 2021). The findings of this study support previous research that found students of color benefited the most from dual enrollment programs, in terms of graduation, than their white peers.…”

Section: Discussionsupporting

confidence: 84%

Section: Discussionmentioning

confidence: 99%

“…Kinnick (2012) found that 64% of students at a university in Georgia, who participated in a dual enrollment program from 2003 to 2006, graduated with a bachelor's degree in four years (on time) as opposed to 12% who did not participate in a dual enrollment program. In a longitudinal study that used data from a Georgia college, Berry et al (2021) found that female dual-enrolled students performed better academically at the college level than male students. Additionally, the researchers noted that black high school students attempted fewer dual-enrolled courses than their white peers.…”

Section: Dual Enrollment In the State Of Georgiamentioning

confidence: 99%

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Socioeconomic disparities in the retention and graduation rates of dual-enrolled students

Urquhart,

McBrayer,

Zinskie

et al. 2023

JARHE

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PurposeThis research examine participation in a dual enrollment program and a student's race and socioeconomic status. In addition to examining the college retention and graduation rates (student success) of dual and non-dual enrolled students, this study looked at potential race and socioeconomic disparities.Design/methodology/approachA quantitative ex post facto research design using logistic regression was used to analyze data from the University System of Georgia (N = 28,664) to determine the relationships between participation in a dual enrollment program, students' race and socioeconomic status and their retention and graduation.FindingsFindings from this quantitative study indicated that the predictor variables dual enrollment participation, race and socioeconomic status were significant in predicting retention and graduation outcomes.Originality/valueThis study adds to existing research indicating that students from different races and socioeconomic statuses, who participated in a high school dual enrollment program, are being retained beyond the first year in college and graduating at higher rates than non-dual enrolled students.

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Section: Discussionsupporting

confidence: 84%

Section: Discussionmentioning

confidence: 99%

Section: Dual Enrollment In the State Of Georgiamentioning

confidence: 99%

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Socioeconomic disparities in the retention and graduation rates of dual-enrolled students

Urquhart,

McBrayer,

Zinskie

et al. 2023

JARHE

View full text Add to dashboard Cite

show abstract

“…Thus, examining how DE participation is associated with enrollment and graduation is important to examine DE's ability to achieve the program's stated goals. These findings I describe below about enrollment and credential attainment have been consistently replicated at both the national (e.g., , state (e.g., Berry et al, 2021, Pretlow & Wathington, 2014 and college level (e.g., J. M. Grubb, et al, 2017).…”

Section: Social Outcomes De Varies From Other Credit-bearing Transiti...mentioning

confidence: 73%

“…One of the ways that courses can vary are the courses students take, predominantly divided by academic or vocational content areas. In one public metro-Atlanta university, approximately 40% of DE credit hours were for English and math courses (Berry et al, 2021) -signaling that students may turn to DE to complete foundational educational courses. These course choices have also been used to examine longitudinal outcomes.…”

Section: Modality Of Dual Enrollmentmentioning

confidence: 99%

Hiding in Plain Sight: A QuantCrit, Intersectional Analysis of Dual Enrollment

Winfield

2023

Aera 2023

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The COVID-19 pandemic has threatened to widen racial educational achievement and attainment gaps in the United States, reinforcing a need to understand how education policy can work to advance racial equity. Dual enrollment (DE) programs offer a potential policy solution that could increase college-going for these students as participation has consistently been associated with increased rates of college-going and completion. These prior findings are heterogeneous among student demographics.This study expands on this prior research on DE by examining how access to DE and benefits from participation may have differential benefits based one's intersectional identities. Using a critical quantitative framework, QuantCrit, and multiple national datasets this study investigates three related questions. First, using IPEDS and the American Community Survey and logistic regression I investigate how do demographics of areas of the United States with limited access to widely accessible colleges and universities (called college access deserts) vary from those with greater access? I then consider access to DE with the U.S. Department of Education's Civil Rights Data Collection: 2017-18 and linear probability models by examining how access to DE varied across the United States, with attention to Black females and males. Finally, with the High School Longitudinal Study of 2009 and linear probability models, I investigate if participation in DE is associated with increased probabilities of attending postsecondary education and does this association vary for Black people based on their gender. I find that areas of the United States that have less access to widely accessible iii public colleges have lower proportions of Black people, but higher proportions of American Indian/Alaskan Native residents. Analysis of the Civil Rights Data Collection indicates that high schools with less access to widely accessible public colleges were more likely to offer DE. However, schools with higher percentages of Black students and male students are less likely to offer DE. The HSLS analysis shows that DE is positively associated with postsecondary attendance. Of postsecondary enrollees, DE participants were more likely to enroll in four-year institutions, but this increased probability may vary by gender as female DE participants had greater increased probabilities of enrolling in four-year institutions than male DE participants. Taken together, this study's findings indicate that DE can be a policy to advance postsecondary attendance for all students -however current access is racialized. These findings show that expanding DE for all students could increase postsecondary attendance. I conclude with recommendations for dual enrollment programs to broaden access in areas of the United States with widely accessible public colleges and the utility of open science and anti-racist quantitative methods in educational research.

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A Systematic Review and Meta-Analysis of Dual Enrollment Research

Schaller

Routon

Partridge

et al. 2023

Journal of College Student Retention: Research, Theory & Pr

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Given the current surge in student participation in dual enrollment programs, an updated synthesis of literature relating to how these programs impact students is warranted. Furthermore, while there are qualitative literature reviews relating to dual enrollment and student outcomes, there has not been a quantitative synthesis of literature relating to the findings of this research. Accordingly, we conduct a quantitative literature review involving the academic outcomes of higher education enrollment, persistence, performance, and degree attainment. Using meta-analytic techniques, we find that across the 162 study effect sizes included in our analysis, participation in dual enrollment programs was positively associated with grade point average (GPA), total earned college credits, college enrollment, early persistence, degree attainment, and full-time attendance. Also, we find negative associations between dual enrollment and time to graduation and total semesters enrolled in college, indicating these programs can help students graduate college more quickly.

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Registration patterns, student characteristics and dual enrollment success in Georgia

Cited by 3 publications

References 21 publications

Socioeconomic disparities in the retention and graduation rates of dual-enrolled students

Socioeconomic disparities in the retention and graduation rates of dual-enrolled students

Hiding in Plain Sight: A QuantCrit, Intersectional Analysis of Dual Enrollment

A Systematic Review and Meta-Analysis of Dual Enrollment Research

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