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Does dual enrollment improve progression through college and earnings and do outcomes differ by sociodemographic characteristics or achievement levels? A quasi-experimental analysis of Colorado students

Grantee Submission, 2022-03, Vol.105 (3), p.217-242 [Peer Reviewed Journal]

COPYRIGHT 2022 University of North Carolina Press ;Copyright The University of North Carolina Press Spring 2022 ;ISSN: 1534-5157 ;ISSN: 0018-1498 ;EISSN: 1534-5157 ;DOI: 10.1353/hsj.2022.0006

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Title:
Does dual enrollment improve progression through college and earnings and do outcomes differ by sociodemographic characteristics or achievement levels? A quasi-experimental analysis of Colorado students
Author: Buckley, Pamela B ; Pendergast, Philip ; Klopfenstein, Kristin ; Poast, Kim ; Ramsay, Lauren
Subjects: Academic Achievement ; Academic degrees ; Academic Persistence ; College Admission ; College Enrollment ; College Students ; Community colleges ; Control Groups ; Core curriculum ; Credits (Education) ; Degrees, Academic ; Dual Enrollment ; Earnings ; Economic aspects ; Educational Attainment ; Evaluation ; High School Students ; Higher education ; Human capital ; Income ; Labor market ; Learning ; Low income groups ; Outcomes of Education ; Predictor Variables ; Quasi-experimental methods ; School credits ; School districts ; Secondary school students ; Secondary schools ; Social Differences ; Sociodemographics ; Standardized Tests ; Technical Education ; Undergraduate Students
Is Part Of: Grantee Submission, 2022-03, Vol.105 (3), p.217-242
Description: Using a two-stage, matched design, we found dual enrollment students enrolled in college within one year of their expected high school graduation at higher rates than control students who did not take college classes in high school (OR = 3.06). For students that matriculated within one year after high school, compared to control, treatment students showed higher rates of persistence (OR = 1.30), and completion of "any" degree (OR = 2.08), a two-year credential within two years (OR = 2.87), and a four-year degree within four years (OR = 1.61). And five years after high school, treatment students had higher earnings (g = .079). Subgroup findings revealed no significant moderation effects of the treatment by income, race, gender, or achievement level. Prior quantitative studies have largely failed to consider the role of academic achievement, so that is an important contribution of this paper. Ours is also the first study we are aware of to examine the impact of dual enrollment on earnings. While awaiting future research replicating our achievement and earnings results, results suggest dual enrollment is a promising strategy for increasing postsecondary success and earnings after college.
Publisher: Chapel Hill: University of North Carolina Press
Language: English
Identifier: ISSN: 1534-5157
ISSN: 0018-1498
EISSN: 1534-5157
DOI: 10.1353/hsj.2022.0006
Source: ProQuest One Psychology
ERIC Full Text Only (Discovery)
ProQuest Central

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Does dual enrollment improve progression through college and earnings and do outcomes differ by sociodemographic characteristics or achievement levels? A quasi-experimental analysis of Colorado students

COPYRIGHT 2022 University of North Carolina Press ;Copyright The University of North Carolina Press Spring 2022 ;ISSN: 1534-5157 ;ISSN: 0018-1498 ;EISSN: 1534-5157 ;DOI: 10.1353/hsj.2022.0006

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