The impact of dual enrollment on college degree attainment: do low-SES students benefit?

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Permanent URL for this page: http://hdl.voced.edu.au/10707/250470.


Author: An, Brian P.

Abstract:

Dual enrollment in high school is viewed by many as one mechanism for widening college admission and completion of low-income students. However, little evidence demonstrates that these students discretely benefit from dual enrollment and whether these programs narrow attainment gaps vis-a-vis students from middle-class or affluent family backgrounds. Using the National Longitudinal Study of 1988 (N=8,800), I find significant benefits in boosting rates of college degree attainment for low-income students while holding weaker effects for peers from more affluent backgrounds. These results remain even with analyses from newer data of college freshman of 2004. I conduct sensitivity analyses and find that these results are robust to relatively large unobserved confounders. However, expanding dual enrollment programs would modestly reduce gaps in degree attainment.

Published abstract.

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Dual enrollment in high school is viewed by many as one mechanism for widening college admission and completion of low-income students. However, little evidence demonstrates that these students discretely benefit from dual enrollment and whether these programs narrow attainment gaps vis-a-vis students from middle-class or affluent family backgrounds. Using the National Longitudinal Study of 1988 (N=8,800), I find significant benefits in boosting rates of college degree attainment for low-income students while holding weaker effects for peers from more affluent backgrounds. These results ...  [+] Show more

Subjects: Participation; Higher education; Equity; Research

Keywords: Completion; Socioeconomic background; Longitudinal study

Geographic subjects: United States; North America

Published: Thousand Oaks, California: Sage Publications, 2013

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Also called:
The impact of dual enrollment on college degree attainment: do low-socio-economic status students benefit

Journal title: Educational evaluation and policy analysis

Journal volume : 35

Journal number: 1

Journal date: March 2013

Pages: pp. 57-75

ISSN: 0162-3737; 1935-1062 (online)

Resource type: Article

Peer reviewed: Yes

Call Number:
TD/TNC 112.144



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