The Early College Research Center at The University of North Carolina Greensboro and the RAND Corporation will examine differences in participation and outcomes by students in different dual enrollment modalities in North Carolina. The project will look at data on students’ participation in dual enrollment in the high school, on the college campus, and online—and examine educator beliefs about the impact of different dual enrollment modalities.
Education Northwest will examine Oregon’s Sponsored Dual Credit model (which provides an alternative model for dual enrollment teacher credentialing to the traditional need for high school teachers to have 18 discipline-specific graduate credit hours) and identify the extent to which the model has increased equitable access to dual enrollment in Oregon and improved student outcomes.
Illinois Workforce and Education Research Collaborative (IWERC) at the University of Illinois will examine student participation and success in dual enrollment in Illinois to identify school districts that offer high-quality dual enrollment experiences and understand the characteristics of those school districts to inform policy and practice. The project will also examine the impact of Illinois’s new automatic acceleration policy for dual enrollment.
Lee College, near Houston, will examine the implementation of Texas’s new Financial Aid for Swift Transfer (FAST) Program to draw lessons from implementation of this promising new statewide dual enrollment funding model designed to expand access to dual enrollment for low-income students.
The University of Delaware will examine participation and outcomes of Career Technical Education (CTE) dual enrollment courses and programs in Delaware, the relationship between CTE dual enrollment program design and student outcomes, and the postsecondary and labor market outcomes for CTE dual enrollment students.
WestEd will examine disparities in dual enrollment participation in California and the impacts of academic experiences in dual enrollment on students’ educational choices and outcomes through the dual lenses of undermatch (where students who have the potential and ability to succeed in dual enrollment do not participate or are discouraged from participating) and overmatch (the idea that students are placed in a course that is too challenging for their academic abilities with the underlying assumption that there may be negative consequences.)
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