WWC review of this study

Exploring Variation in the Impact of Dual-Credit Coursework on Postsecondary Outcomes: A Quasi-Experimental Analysis of Texas Students

Giani, Matthew; Alexander, Celeste; Reyes, Pedro (2014). High School Journal, v97 n4 p200-218. Retrieved from: https://eric.ed.gov/?id=EJ1026262

  • Quasi-Experimental Design
     examining 
    31,432
     Students
    , grades
    9-12

Reviewed: July 2023

At least one finding shows moderate evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards with reservations
College Degree Attainment outcomes—Statistically significant positive effect found for the domain
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

College completion (Texas institutions)

Dual enrollment programs – Giani et al. (2014) vs. Business as usual

6 Years

Full sample;
31,432 students

N/A

N/A

Yes

 
 
13
 
Show Supplemental Findings

University completion (Texas institutions) - all high school graduates

Dual enrollment programs – Giani et al. (2014) vs. Business as usual

6 Years

Full sample;
31,432 students

N/A

N/A

Yes

 
 
15

University completion (Texas institutions) within 4 years

Dual enrollment programs – Giani et al. (2014) vs. Business as usual

4 Years

Full sample;
31,432 students

N/A

N/A

Yes

 
 
10
College Enrollment outcomes—Statistically significant positive effect found for the domain
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

College enrollment (Texas institutions)

Dual enrollment programs – Giani et al. (2014) vs. Business as usual

1 Year

Full sample;
31,432 students

N/A

N/A

Yes

 
 
14
 
Show Supplemental Findings

Enrolled in a university (Texas institutions)

Dual enrollment programs – Giani et al. (2014) vs. Business as usual

1 Year

Full sample;
31,432 students

N/A

N/A

Yes

 
 
11


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • Other or unknown: 100%
    • B
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    • y

    Texas
  • Race
    Other or unknown
    100%
  • Ethnicity
    Other or unknown    
    100%
  • Eligible for Free and Reduced Price Lunch
    Other or unknown    
    100%

Setting

The study took place in public high schools in Texas. The authors used a statewide administrative data source to identify students who took dual credit courses during their junior or senior year of high school and used propensity score matching to select similar students from districts across the state that did not offer any dual credit courses.

Study sample

A total of 31,432 students in grades 11 and 12 were included in the study. The manuscript does not provide information on the sample demographics.

Intervention Group

The intervention condition is comprised of students who took and passed one or more dual credit courses during their junior or senior year of high school. Dual credit courses are offered as a whole class format and can be considered a policy or program. The manuscript does not describe average characteristics of the dual credit courses.

Comparison Group

The comparison group is comprised of students who received business-as-usual course instruction. Some comparison students did take Advanced Placement and International Baccalaureate courses. Specifically, the comparison group is comprised of students who attended public high schools in Texas that did not offer any dual-credit courses during the years of the study and who were matched on a variety of academic and demographic characteristics to students in the intervention group.

Support for implementation

No information about implementation support was provided in the study.

Reviewed: February 2017

At least one finding shows moderate evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards with reservations
Access and enrollment outcomes—Statistically significant positive effect found for the domain
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

College access

Dual Enrollment Programs vs. Business as usual

6 Years

Full sample;
31,432 students

N/A

N/A

Yes

 
 
14
 
Attainment outcomes—Statistically significant positive effect found for the domain
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

College completion

Dual Enrollment Programs vs. Business as usual

6 Years

Full sample;
31,432 students

N/A

N/A

Yes

 
 
13
 
Show Supplemental Findings

College completion

Dual Enrollment Programs vs. Business as usual

1 Year

Propensity score matched sample;
31,432 students

N/A

N/A

Yes

 
 
10
Credit accumulation outcomes—Statistically significant positive effect found for the domain
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Persistence

Dual Enrollment Programs vs. Business as usual

6 Years

Full sample;
23,462 students

N/A

N/A

Yes

 
 
13
 


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.

    • B
    • A
    • C
    • D
    • E
    • F
    • G
    • I
    • H
    • J
    • K
    • L
    • P
    • M
    • N
    • O
    • Q
    • R
    • S
    • V
    • U
    • T
    • W
    • X
    • Z
    • Y
    • a
    • h
    • i
    • b
    • d
    • e
    • f
    • c
    • g
    • j
    • k
    • l
    • m
    • n
    • o
    • p
    • q
    • r
    • s
    • t
    • u
    • x
    • w
    • y

    Texas
  • Race
    Other or unknown
    100%

Setting

The study was set in Texas and included 31,432 ninth-grade public high school students in the 2000–01 school year. Data were drawn from the Texas Education Research Center P-20 longitudinal data system. The study had 10 years of longitudinal follow-up data.

Study sample

The authors used the following sample characteristics in the propensity score matching procedure: gender, race/ethnicity, socioeconomic status, English language learner, gifted, special education, vocational education, and prior achievement. However, the study does not report descriptive information for the total sample or for the two groups, so the demographic characteristics of the sample are unknown.

Intervention Group

The intervention was defined as completion of at least one dual-enrollment course in the state of Texas during the junior or senior year. No specific information about the nature of the dual enrollment courses was provided.

Comparison Group

The comparison condition was created from students who attended schools that did not have access to dual-credit courses in the state of Texas during their junior or senior year.

Support for implementation

The study does not describe any specific supports for the implementation of dual enrollment programs in the study. In Texas, dual enrollment programs are funded at least partly by the state. In addition, all districts in the state are required to provide dual enrollment opportunities.

 

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