WWC review of this study

Does Dual Enrollment Influence High School Graduation, College Enrollment, Choice, and Persistence?

Lee, Jungmin; Fernandez, Frank; Ro, Hyun Kyoung; Suh, Hongwook (2022). Research in Higher Education, v63 n5 p825-848 Aug 2022. Retrieved from: https://eric.ed.gov/?id=EJ1341990

  • Quasi-Experimental Design
     examining 
    7,857
     Students
    , grades
    12-PS

Reviewed: August 2023

At least one finding shows moderate evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards with reservations
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

Dual Enrollment Program – Lee et al. (2022) vs. Business as usual

1 Year

Graduated from high school subsample;
7,727 students

87.30

80.10

Yes

 
 
13
 
Show Supplemental Findings

Enrolled in 4-year college (compared to 2-year or less-than-2-year college)

Dual Enrollment Program – Lee et al. (2022) vs. Business as usual

1 Year

Attended college subsample;
6,824 students

73.20

67.60

Yes

 
 
6
High School Completion outcomes—Statistically significant positive effect found for the domain
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

High School Graduation

Dual Enrollment Program – Lee et al. (2022) vs. Business as usual

0 Days

12th graders;
7,857 students

98.10

94.00

Yes

 
 
27
 
Progressing in College outcomes—Statistically significant positive effect found for the domain
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

2nd year college persistence

Dual Enrollment Program – Lee et al. (2022) vs. Business as usual

2 Years

Attended college subsample;
6,824 students

84.10

78.90

Yes

 
 
8
 


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.


  • 0% English language learners

  • Female: 54%
    Male: 46%
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    Nebraska
  • Race
    Asian
    2%
    Black
    3%
    Other or unknown
    12%
    White
    83%
  • Ethnicity
    Hispanic    
    9%
    Not Hispanic or Latino    
    91%
  • Eligible for Free and Reduced Price Lunch
    Free or reduced price lunch (FRPL)    
    40%
    No FRPL    
    60%

Setting

The study focused on students enrolled in 12th grade in 2017-2018 in Nebraska public high schools.

Study sample

All students in Nebraska’s 2018 high school graduating class were eligible for the study. A total of 7,857 students in grade 12 were included in the study. Approximately 54 percent of the students were female, 0.4 percent were identified as English learners, 3 percent were identified as special education students, and 40 percent were eligible for free or reduced price lunch. In terms of their race, 83 percent were White, 2 percent were Asian, 3 percent were African American, and 12 percent were other or unknown race. Nine percent were Hispanic or Latino.

Intervention Group

Dual enrollment programs enable secondary school students to take courses at their high schools and at a local college. These courses are typically taken in a student’s junior or senior years and are typically academically focused. In Nebraska, all public school districts offer dual enrollment courses and dual enrollment courses are offered through high schools (about three-fourths of courses). About three-fourths of higher education institutions offer tuition discounts for dual enrollment courses, with the state offering scholarships to cover tuition and fees for students experiencing economic hardship or receiving federal assistance.

Comparison Group

Students in the comparison group did not take dual enrollment courses.

Support for implementation

Dual enrollment programs within Nebraska are implemented at district/local levels inconsistently. The study does not describe support for implementation.

 

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