WWC review of this study

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

  • Randomized Controlled Trial
     examining 
    61,766
     Students
    , grades
    11-12

Reviewed: January 2023

At least one statistically significant positive finding
Meets WWC standards with reservations
College Enrollment outcomes—Indeterminate effect found for the domain
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;
43,839 students

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;
20,998 students

0.49

0.33

Yes

 
 
10

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;
7,502 students

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;
43,839 students

0.48

0.33

Yes

 
 
9

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;
35,168 students

0.48

0.33

Yes

 
 
9

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;
22,841 students

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;
24,790 students

0.29

0.25

Yes

 
 
3

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 ;
13,242 students

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;
43,839 students

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;
20,998 students

0.37

0.33

Yes

 
 
2

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;
7,502 students

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;
35,168 students

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;
13,242 students

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;
22,841 students

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;
22,841 students

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;
24,790 students

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;
24,790 students

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;
13,242 students

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;
22,841 students

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;
22,841 students

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;
7,502 students

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;
7,502 students

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;
35,168 students

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;
24,790 students

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;
24,790 students

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 ;
13,242 students

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;
7,502 students

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;
43,839 students

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;
13,242 students

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;
20,998 students

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;
35,168 students

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;
43,839 students

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;
35,168 students

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;
20,998 students

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;
22,841 students

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;
22,841 students

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;
43,839 students

0.24

0.27

Yes

-3
 
 

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;
24,790 students

0.29

0.32

Yes

-3
 
 

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;
13,242 students

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;
7,502 students

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;
35,168 students

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;
20,998 students

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;
7,502 students

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;
20,998 students

0.26

0.31

Yes

-4
 
 

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 ;
13,242 students

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;
43,839 students

0.25

0.36

Yes

-9
 
 

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;
35,168 students

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;
20,998 students

0.23

0.39

Yes

-13
 
 

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 ;
13,242 students

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;
22,841 students

0.11

0.24

Yes

-17
 
 

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;
24,790 students

0.13

0.32

Yes

-20
 
 

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;
35,168 students

0.10

0.29

Yes

-24
 
 

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;
43,839 students

0.08

0.27

Yes

-27
 
 

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;
7,502 students

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;
20,998 students

0.07

0.31

Yes

-31
 
 
College Readiness outcomes—Indeterminate effect found for the domain
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;
38,675 students

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;
30,757 students

0.07

0.00

Yes

 
 
46

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;
38,675 students

0.07

0.00

Yes

 
 
45

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;
24,371 students

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;
6,736 students

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;
10,207 students

0.13

0.02

Yes

 
 
37

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;
6,736 students

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;
6,736 students

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;
38,675 students

0.07

0.02

Yes

 
 
28

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;
30,757 students

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;
30,757 students

0.01

0.00

Yes

 
 
26

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;
38,675 students

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;
38,675 students

0.01

0.00

Yes

 
 
25

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;
10,207 students

0.05

0.02

Yes

 
 
19

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;
10,207 students

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;
6,736 students

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;
37,865 students

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;
24,371 students

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;
30,757 students

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;
6,736 students

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;
6,736 students

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;
30,757 students

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;
10,207 students

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;
38,675 students

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;
30,757 students

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;
10,207 students

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;
10,207 students

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;
24,371 students

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;
24,371 students

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;
24,371 students

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;
24,371 students

N/A

N/A

--

--
Completing high school in the short term outcomes—Indeterminate effect found for the domain
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;
61,766 students

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;
38,675 students

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;
23,091 students

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;
61,766 students

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;
23,091 students

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;
38,675 students

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.

Characteristics of study sample as reported by study author.


  • 6% English language learners

  • Female: 50%
    Male: 50%
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    Tennessee
  • Race
    Asian
    1%
    Black
    12%
    Other or unknown
    7%
    White
    80%
  • Ethnicity
    Hispanic    
    5%
    Not Hispanic or Latino    
    95%

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.

 

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