Dual Enrollment, Performance-Based Funding, and the Completion Agenda: An Analysis of Post-Secondary Credential Outcomes of Dual Enrollment Students by Credential Type

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH
Matthew P. Ison
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引用次数: 7

Abstract

Objective: Dual enrollment has become a significant portion of community college enrollment throughout the country. Some scholars have argued that dual enrollment implementation can be used as a viable policy lever to achieve the certificate and associate degree obtainment outcomes identified in Reclaiming the American Dream, a large-scale policy framework driving the community college completion agenda. However, research on dual enrollment participation and credential completion is just starting to emerge with little focus on associate degree and certificate obtainment. To fill this gap, this study investigates the relationship between dual enrollment and credential completion, paying close attention to associate degree and short-term certificate obtainment. Methods: A quantitative analysis was conducted with data from the National Center for Education Statistics (NCES) to ascertain the relationship between taking college classes in high school and post-secondary credential obtainment. Disaggregated completion percentages were collected both 3 and 5 years after students began at a post-secondary institution, and binary logistic regression models were constructed to calculate the odds of post-secondary credential obtainment when taking dual enrollment courses. Results: Overall, dual enrollment students have increased odds of completing any post-secondary credential compared to non-dual enrollment students. When disaggregated by credential type, dual enrollment students have diminished odds of completing an associate degree or certificate, compared to increased odds of completing a bachelor’s degree. Contributions: This study adds to the growing literature surrounding dual enrollment and post-secondary credential obtainment by demonstrating that dual enrollment is not a viable policy lever to achieve the credential obtainment goals of the completion agenda.
双录取,基于绩效的资助和完成议程:双录取学生的高等教育证书结果分析
目的:双录取已成为全国社区大学招生的重要组成部分。一些学者认为,双招生的实施可以作为一种可行的政策杠杆,以实现在《重拾美国梦》中确定的证书和副学士学位获得结果,这是一个推动社区大学完成议程的大规模政策框架。然而,关于双录取参与和证书完成的研究才刚刚开始出现,很少关注副学士学位和证书的获得。为了填补这一空白,本研究考察了双录取与证书完成的关系,并密切关注副学士学位和短期证书的获得。方法:利用国家教育统计中心(NCES)的数据进行定量分析,以确定高中参加大学课程与获得高等教育证书之间的关系。在学生进入专上教育机构后的3年和5年,分别收集了分类完成率,并构建了二元逻辑回归模型来计算参加双招生课程时获得专上教育证书的几率。结果:总体而言,与非双录取学生相比,双录取学生完成任何高等教育证书的几率增加。当按证书类型分类时,双录取学生完成副学士学位或证书的几率降低,而完成学士学位的几率则增加。贡献:本研究通过证明双重入学并不是实现完成议程中获得证书目标的可行政策杠杆,为围绕双重入学和高等教育证书获得的越来越多的文献提供了补充。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Community College Review
Community College Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
7.70%
发文量
22
期刊介绍: The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.
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