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The use of dual credit has been expanding rapidly. Dual credit is a college course taken by a high school student for which both college and high school credit is given. Previous studies provided limited quantitative evidence that dual credit/dual enrollment is directly connected to positive student outcomes. In this study, predictive statistics were calculated using the generalized linear mixed model function in [predictive analytics software] SPSS. For the final analysis, a two-level, propensity score weighted, multinomial logistic regression model was developed. Findings of this study are that even after controlling for selection bias, variation across high schools, and several education and socioeconomic status variables, dual credit/dual enrollment was significantly related to increased odds of enrolling at both four-year institutions and community colleges upon high school graduation. The opportunity presented by dual credit expansion and related policy recommendations are explored within the state and federal completion agenda context.

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This research examines parallel multilevel political entities as they competitively position education within a global education policyscape. Building on a growing body of research that compares policy of the European Union (EU) and the United States (US), this chapter considers the emphasis and purposes of the Copenhagen process policy in the European Union to the Department of Labor Trade Adjustment Assistance Community College and Career Training (TAACCCT) grants in the US policy to consider how vocational education and training (VET) is being reconstructed as a neoliberal response to globalization.

Policy responses to global market forces are shifting VET from the local and nation-state policy realm into global labor policy tuned to multinational labor demands and competitive global markets for labor and production. The EU and the USA employ similar rhetoric for policy framing and justification despite variances in governance structure and regulatory environments. Critical comparative policy analysis reveals not only a shift from local or national orientation to the transnational through similar policy discourse but also a shift of power from a locally based collaboration of individuals and the institutions that serve them to competitive multinational labor flows.

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