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, M., Alexander, C., & Reyes, P. (2014). High School Journal, 97(4), 200–218. Retrieved from: https://eric.ed.gov/?id=EJ1026262

  • Quasi-Experimental Design
     examining 
    31,432
     Students
    , grades
    9-12
At least one statistically significant positive finding
Meets WWC standards with reservations

Reviewed: February 2017

Access and enrollment outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

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 effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

College completion

Dual Enrollment Programs vs. Business as usual

6 Years

Full sample;
31,432 students

N/A

N/A

Yes

 
 
13
More Outcomes
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 effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

Persistence

Dual Enrollment Programs vs. Business as usual

6 Years

Full sample;
23,462 students

N/A

N/A

Yes

 
 
13

Characteristics of study sample as reported by study author.

  • Race
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    Texas

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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