Dual-Credit Courses and the Road to College: Experimental Evidence from Tennessee
Hemelt, Steven W.; Schwartz, Nathaniel L.; Dynarski, Susan M. (2020). Journal of Policy Analysis and Management, v39 n3 p686-719. Retrieved from: https://eric.ed.gov/?id=EJ1257048
-
examining61,766Students, grades11-12
Department-funded evaluation
Review Details
Reviewed: January 2023
- Department-funded evaluation (findings for Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019))
- Randomized Controlled Trial
- Meets WWC standards with reservations because it is a cluster randomized controlled trial with low cluster-level attrition that provides evidence of effects on clusters by demonstrating that the analytic sample of individuals is representative of the clusters.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Enrolled On-Time in Any College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015 - School-level assignment;
|
0.61 |
0.61 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Enrolled On-Time in Four-Year College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Students first exposed in Grade 11, with expected graduation years of 2013-2014 or 2014-2015 - Individual-level assignment;
|
0.49 |
0.33 |
Yes |
|
||
|
Enrolled On-Time in Four-Year College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015; Black, Hispanic, or Latino - Individual-level assignment;
|
0.46 |
0.30 |
No |
-- | ||
|
Enrolled On-Time in Four-Year College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015 - Individual-level assignment;
|
0.48 |
0.33 |
Yes |
|
||
|
Enrolled On-Time in Four-Year College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015; white; not Hispanic or Latino - Individual-level assignment;
|
0.48 |
0.33 |
Yes |
|
||
|
Enrolled On-Time in Four-Year College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 12, with expected graduation years of 2013-2014 or 2014-2015 - Individual-level assignment;
|
0.46 |
0.33 |
No |
-- | ||
|
Enrolled On-Time in Four-Year College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015, Middle 50% baseline achievement - School-level assignment;
|
0.29 |
0.25 |
Yes |
|
||
|
Enrolled On-Time in Four-Year College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015, Top 25% of baseline achievement - Individual-level assignment ;
|
0.68 |
0.61 |
No |
-- | ||
|
Enrolled On-Time in Four-Year College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015 - School-level assignment;
|
0.36 |
0.33 |
No |
-- | ||
|
Enrolled On-Time in Four-Year College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11, with expected graduation years of 2013-2014 or 2014-2015 - School-level assignment;
|
0.37 |
0.33 |
Yes |
|
||
|
Enrolled On-Time in Four-Year College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015; Black, Hispanic, or Latino - School-level assignment;
|
0.33 |
0.30 |
No |
-- | ||
|
Enrolled On-Time in Four-Year College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015; white; not Hispanic or Latino - School-level assignment;
|
0.36 |
0.33 |
No |
-- | ||
|
Enrolled On-Time in Four-Year College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015, Top 25% of baseline achievement - School-level assignment;
|
0.63 |
0.61 |
No |
-- | ||
|
Enrolled On-Time in Four-Year College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 12, with expected graduation years of 2013-2014 or 2014-2015 - School-level assignment;
|
0.35 |
0.33 |
No |
-- | ||
|
Enrolled On-Time in Any College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 12, with expected graduation years of 2013-2014 or 2014-2015 - Individual-level assignment;
|
0.60 |
0.58 |
No |
-- | ||
|
Enrolled On-Time in Any College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015, Middle 50% of baseline achievement - School-level assignment;
|
0.58 |
0.58 |
No |
-- | ||
|
Enroll in Tennessee Board of Regents (TBR)-covered institution |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015, Middle 50% of baseline achievement - School-level assignment;
|
0.38 |
0.38 |
No |
-- | ||
|
Enrolled On-Time in Any College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015, Top 25% of baseline achievement - School-level assignment;
|
0.84 |
0.84 |
No |
-- | ||
|
Enrolled On-Time in Any College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 12, with expected graduation years of 2013-2014 or 2014-2015 - School-level assignment;
|
0.58 |
0.58 |
No |
-- | ||
|
Enroll in Tennessee Board of Regents (TBR)-covered institution |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 12, with expected graduation years of 2013-2014 or 2014-2015 - School-level assignment;
|
0.33 |
0.33 |
No |
-- | ||
|
Enrolled On-Time in Any College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015; Black, Hispanic, or Latino - School-level assignment;
|
0.54 |
0.54 |
No |
-- | ||
|
Enroll in Tennessee Board of Regents (TBR)-covered institution |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015; Black, Hispanic, or Latino - School-level assignment;
|
0.34 |
0.35 |
No |
-- | ||
|
Enrolled On-Time in Any College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015; white; not Hispanic or Latino - School-level assignment;
|
0.63 |
0.63 |
No |
-- | ||
|
Enrolled On-Time in Any College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015, Middle 50% of baseline achievement - Individual-level assignment;
|
0.59 |
0.58 |
No |
-- | ||
|
Enroll in Tennessee Board of Regents (TBR)-covered institution |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015, Middle 50% of baseline achievement - Individual-level assignment;
|
0.38 |
0.38 |
No |
-- | ||
|
Enrolled On-Time in Any College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015, Top 25% of baseline achievement - Individual-level assignment ;
|
0.83 |
0.84 |
No |
-- | ||
|
Enrolled On-Time in Any College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015; Black, Hispanic, or Latino - Individual-level assignment;
|
0.55 |
0.54 |
No |
-- | ||
|
Enroll in Tennessee Board of Regents (TBR)-covered institution |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015 - School-level assignment;
|
0.34 |
0.36 |
No |
-- | ||
|
Enroll in Tennessee Board of Regents (TBR)-covered institution |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015, Top 25% of baseline achievement - School-level assignment;
|
0.37 |
0.39 |
No |
-- | ||
|
Enrolled On-Time in Any College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Students first exposed in Grade 11, with expected graduation years of 2013-2014 or 2014-2015 - School-level assignment;
|
0.64 |
0.65 |
No |
-- | ||
|
Enroll in Tennessee Board of Regents (TBR)-covered institution |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015; white; not Hispanic or Latino - School-level assignment;
|
0.34 |
0.36 |
No |
-- | ||
|
Enrolled On-Time in Any College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015 - Individual-level assignment;
|
0.58 |
0.61 |
No |
-- | ||
|
Enrolled On-Time in Any College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015; white; not Hispanic or Latino - Individual-level assignment;
|
0.60 |
0.63 |
No |
-- | ||
|
Enroll in Tennessee Board of Regents (TBR)-covered institution |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Students first exposed in Grade 11, with expected graduation years of 2013-2014 or 2014-2015 - School-level assignment;
|
0.36 |
0.39 |
No |
-- | ||
|
Enrolled On-Time in Two-Year College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 12, with expected graduation years of 2013-2014 or 2014-2015 - School-level assignment;
|
0.22 |
0.24 |
No |
-- | ||
|
Enroll in Tennessee Board of Regents (TBR)-covered institution |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 12, with expected graduation years of 2013-2014 or 2014-2015 - Individual-level assignment;
|
0.30 |
0.33 |
No |
-- | ||
|
Enrolled On-Time in Two-Year College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015- School-level assignment;
|
0.24 |
0.27 |
Yes |
|
||
|
Enrolled On-Time in Two-Year College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015, Middle 50% of baseline achievement - School-level assignment;
|
0.29 |
0.32 |
Yes |
|
||
|
Enrolled On-Time in Two-Year College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015, Top 25% of baseline achievement - School-level assignment;
|
0.20 |
0.23 |
No |
-- | ||
|
Enrolled On-Time in Two-Year College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015; Black, Hispanic, or Latino - School-level assignment;
|
0.20 |
0.23 |
No |
-- | ||
|
Enrolled On-Time in Two-Year College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015; white; not Hispanic or Latino - School-level assignment;
|
0.26 |
0.29 |
No |
-- | ||
|
Enrolled On-Time in Any College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Students first exposed in Grade 11, with expected graduation years of 2013-2014 or 2014-2015 - Individual-level assignment;
|
0.59 |
0.65 |
No |
-- | ||
|
Enroll in Tennessee Board of Regents (TBR)-covered institution |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015; Black, Hispanic, or Latino - Individual-level assignment;
|
0.31 |
0.35 |
No |
-- | ||
|
Enrolled On-Time in Two-Year College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Students first exposed in Grade 11, with expected graduation years of 2013-2014 or 2014-2015 - School-level assignment;
|
0.26 |
0.31 |
Yes |
|
||
|
Enroll in Tennessee Board of Regents (TBR)-covered institution |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015, Top 25% of baseline achievement - Individual-level assignment ;
|
0.28 |
0.39 |
No |
-- | ||
|
Enroll in Tennessee Board of Regents (TBR)-covered institution |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015 - Individual-level assignment;
|
0.25 |
0.36 |
Yes |
|
||
|
Enroll in Tennessee Board of Regents (TBR)-covered institution |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015; white; not Hispanic or Latino - Individual-level assignment;
|
0.25 |
0.36 |
No |
-- | ||
|
Enroll in Tennessee Board of Regents (TBR)-covered institution |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Students first exposed in Grade 11, with expected graduation years of 2013-2014 or 2014-2015 - Individual-level assignment;
|
0.23 |
0.39 |
Yes |
|
||
|
Enrolled On-Time in Two-Year College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015, Top 25% of baseline achievement - Individual-level assignment ;
|
0.13 |
0.23 |
No |
-- | ||
|
Enrolled On-Time in Two-Year College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 12, with expected graduation years of 2013-2014 or 2014-2015 - Individual-level assignment;
|
0.11 |
0.24 |
Yes |
|
||
|
Enrolled On-Time in Two-Year College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015, Middle 50% of baseline achievement - Individual-level assignment;
|
0.13 |
0.32 |
Yes |
|
||
|
Enrolled On-Time in Two-Year College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015; white; not Hispanic or Latino - Individual-level assignment;
|
0.10 |
0.29 |
Yes |
|
||
|
Enrolled On-Time in Two-Year College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015 - Individual-level assignment;
|
0.08 |
0.27 |
Yes |
|
||
|
Enrolled On-Time in Two-Year College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Students first exposed in Grade 11 or 12, with expected graduation years of 2013-2014 or 2014-2015; Black, Hispanic, or Latino - Individual-level assignment;
|
0.06 |
0.23 |
No |
-- | ||
|
Enrolled On-Time in Two-Year College |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Students first exposed in Grade 11, with expected graduation years of 2013-2014 or 2014-2015 - Individual-level assignment;
|
0.07 |
0.31 |
Yes |
|
||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Percent Passing Math AP Exam |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11 - School-level assignment;
|
0.03 |
0.02 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Earns a score of 3 or higher on AP Statistics |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11; White; Not Hispanic or Latino - Individual-level assignment;
|
0.07 |
0.00 |
Yes |
|
||
|
Earns a score of 3 or higher on AP Statistics |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11 - Individual-level assignment;
|
0.07 |
0.00 |
Yes |
|
||
|
Earns a score of 3 or higher on AP Statistics |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11; Middle 50% of baseline achievement - School-level assignment;
|
0.00 |
0.00 |
No |
-- | ||
|
Percent Passing Math AP Exam |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11; Black; Hispanic or Latino- Individual-level assignment;
|
0.04 |
0.00 |
No |
-- | ||
|
Earns a score of 3 or higher on AP Statistics |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11; Top 25% of baseline achievement - Individual-level assignment;
|
0.13 |
0.02 |
Yes |
|
||
|
Earns a score of 3 or higher on AP Statistics |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11; Black; Hispanic or Latino- Individual-level assignment;
|
0.02 |
0.00 |
No |
-- | ||
|
Earns a score of 3 or higher on AP Calculus exam |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11; Black; Hispanic or Latino- Individual-level assignment;
|
0.02 |
0.00 |
No |
-- | ||
|
Percent Passing Math AP Exam |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11 - Individual-level assignment;
|
0.07 |
0.02 |
Yes |
|
||
|
Percent Passing Math AP Exam |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11; White; Not Hispanic or Latino - Individual-level assignment;
|
0.07 |
0.02 |
No |
-- | ||
|
Earns a score of 3 or higher on AP Statistics |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11; White; Not Hispanic or Latino; School-level assignment;
|
0.01 |
0.00 |
Yes |
|
||
|
Earns a score of 3 or higher on AP Statistics |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11 - School-level assignment;
|
0.01 |
0.00 |
Yes |
-- | ||
|
Earns a score of 3 or higher on AP Statistics |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11 - School-level assignment;
|
0.01 |
0.00 |
Yes |
|
||
|
Earns a score of 3 or higher on AP Statistics |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Grade: 11; Top 25% of baseline achievement - School-level assignment;
|
0.05 |
0.02 |
Yes |
|
||
|
Percent Passing Math AP Exam |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11; Top 25% of baseline achievement - Individual-level assignment;
|
0.13 |
0.06 |
No |
-- | ||
|
Percent Passing Math AP Exam |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11; Black; Hispanic or Latino - School-level;
|
0.01 |
0.00 |
No |
-- | ||
|
Earns a score of 3 or higher on AP Calculus exam |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11 - Individual-level assignment;
|
0.04 |
0.02 |
No |
-- | ||
|
Earns a score of 3 or higher on AP Statistics |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11; Middle 50% of baseline achievement - Individual-level assignment;
|
0.01 |
0.00 |
No |
-- | ||
|
Earns a score of 3 or higher on AP Calculus exam |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11; White; Not Hispanic or Latino - Individual-level assignment;
|
0.03 |
0.02 |
No |
-- | ||
|
Earns a score of 3 or higher on AP Calculus exam |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11; Black; Hispanic or Latino; School-level assignment;
|
0.01 |
0.00 |
No |
-- | ||
|
Earns a score of 3 or higher on AP Statistics |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11; Black; Hispanic or Latino- School-level assignment;
|
0.01 |
0.00 |
No |
-- | ||
|
Percent Passing Math AP Exam |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11; White, non-Hispanic - School-level assignment;
|
0.00 |
0.00 |
No |
-- | ||
|
Percent Passing Math AP Exam |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11; Top 25% of baseline achievement - School-level assignment;
|
0.08 |
0.06 |
No |
-- | ||
|
Earns a score of 3 or higher on AP Calculus exam |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11 - School-level assignment;
|
0.02 |
0.02 |
No |
-- | ||
|
Earns a score of 3 or higher on AP Calculus exam |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11; White; Not Hispanic or Latino - School-level assignment;
|
0.02 |
0.02 |
No |
-- | ||
|
Earns a score of 3 or higher on AP Calculus exam |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11; Top 25% of baseline achievement - Individual-level assignment;
|
0.06 |
0.05 |
No |
-- | ||
|
Earns a score of 3 or higher on AP Calculus exam |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11; Top 25% of baseline achievement - School-level assignment;
|
0.05 |
0.05 |
No |
-- | ||
|
Percent Passing Math AP Exam |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11; Middle 50% of baseline achievement - School-level assignment;
|
0.01 |
0.01 |
No |
-- | ||
|
Earns a score of 3 or higher on AP Calculus exam |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11; Middle 50% of baseline achievement - School-level assignment;
|
0.00 |
0.00 |
No |
-- | ||
|
Percent Passing Math AP Exam |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11; Middle 50% of baseline achievement - Individual-level assignment;
|
0.01 |
0.01 |
No |
-- | ||
|
Earns a score of 3 or higher on AP Calculus exam |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11; Middle 50% of baseline achievement - Individual-level assignment;
|
N/A |
N/A |
-- |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
High school graduation |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Full sample - School-level assignment;
|
0.93 |
0.93 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
High school graduation |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11 - School-level assignment;
|
0.92 |
0.92 |
No |
-- | ||
|
High school graduation |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Grade: 12: School-level assignment;
|
0.94 |
0.94 |
No |
-- | ||
|
High school graduation |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Full sample - Individual-level assignment;
|
0.92 |
0.93 |
No |
-- | ||
|
High school graduation |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
0 Years |
Grade: 12: Individual-level assignment;
|
0.94 |
0.94 |
No |
-- | ||
|
High school graduation |
Dual-credit advanced algebra and trigonometry course—Hemelt et al. (2019) vs. Business as usual |
1 Year |
Grade: 11 - Individual-level assignment;
|
0.90 |
0.92 |
No |
-- | ||
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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6% English language learners -
Female: 50%
Male: 50% -
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Tennessee
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Race Asian 1% Black 12% Other or unknown 7% White 80% -
Ethnicity Hispanic 5% Not Hispanic or Latino 95%
Study Details
Setting
The study is set in 103 Tennessee high schools that expressed interest in offering a new dual-credit Advanced Algebra and Trigonometry (AAT) course.
Study sample
The analytic sample was about half male; 80 percent white, non-Hispanic; 12 percent black, non-Hispanic; and 5 percent Hispanic. About 6 percent of students were English language learners. About 63 percent of students were in grade 11 at the start of the first school year in which they would have had the opportunity to take the dual-credit math course and the remainder were in grade 12. On average, 45 percent of students within the schools in the analytic sample were eligible for free or reduced-price lunch.
Intervention Group
Schools in the intervention group could offer the dual-credit AAT course. The course was developed by a team of secondary and postsecondary teachers and covered a standardized set of topics typically covered within a college algebra course. Upon course completion, all AAT students took the AAT challenge exam, which was centrally graded and for which students could receive college credit.
Comparison Group
Schools in the comparison group provided their business-as-usual math curricula.
Support for implementation
At least one teacher in each school randomized into the intervention condition was trained and provided support to offer the dual-credit AAT course. Summer training was provided in 2 days and schools were offered access to an online network of dual-credit AAT educators to share experiences and resources. Standards were also aligned with postsecondary expectations in these schools through a working group of high school and college mathematics instructors.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).