Teaching and Learning

This chapter explores how teaching in a dual enrollment program can foster new approaches to classroom pedagogy.

The purpose of this study was to examine how dual credit policies differentially influence college access and completion.

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 addresses how dual enrollment programs support the
community college mission, specifically related to access and
completion.

Dissertation

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
student perspective.

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.

I examine the influence of dual enrollment, a program that allows students to take college courses and earn college credits while in high school, on academic performance and college readiness.

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.

Students and colleges both benefit from the programs, as long as they're designed and administered properly. Here's how to do that.

Dual-enrollment (DE) science courses offer a way to strengthen the science, technology, engineering, and mathematics pipeline between high school and college.