The purpose of this monograph is to synthesize and report the research on dual credit by addressing five primary questions:
1. What is dual credit?
2. How does dual credit differ from other pre-college credit-bearing courses?
3. What are the various dual credit models?
4. What are the students’ experiences in dual credit?
5. What are the benefits and challenges associated with dual credit?
With a growing number of high school students taking advantage of dual-credit courses, the need to understand what motivating factors are at play is more important than ever. This study was conducted within an 11th grade dual-credit history class for the purpose of discovering what motivated those students to enroll in a college level course while still in high school.
As dual-enrollment programs grow in popularity, two new studies suggest the effectiveness of these programs
depends largely on where students take dual-enrollment
classes and the rigor of the classes taken.
This chapter presents the results of a study that investigated faculty members’ views on the level of academic rigor in three settings at
one community college: dual enrollment, accelerated programs, and standard community college courses.
Compared to dual credit courses completed on the college campus, courses offered at the high school
and taught by high school career and technical instructors consistently predicted greater levels of college student success and better labor market outcomes. Additionally, several actionable student-level factors were associated with the significant college and career pathway outcomes, including high school preparation in mathematics.
This chapter examines the experiences of five high school students previously enrolled in dual enrollment courses, and discusses the perceived benefits and disadvantages of these experiences from the
I examine whether academic motivation and engagement—conditions that advocates consider mechanisms for the effect of dual enrollment—account for the relationship between dual enrollment and academic performance.
The article discusses how higher education can address three common concerns related to dual enrollment. Topics discussed include need to assess readiness and provide supports to high school students who are not prepared for college level classes, providing academic advising on course selection, how academic rigor suffers when high school instructors teach dual enrollment classes.
In this research study, the demographic characteristics (i.e., gender, ethnicity/race) of students who completed a
dual credit course while in high school and then enrolled in a community college in Texas were determined for
the 2012-2013 through the 2014-2015 academic years.