Study: 84225

Dual Enrollment Programs Intervention Report - Transition to College

Review Details

Reviewed: February 2017

At least one finding shows moderate evidence of effectiveness

At least one statistically significant positive finding

Meets WWC standards with reservations

For:

Dual Enrollment Programs Intervention Report - Transition to College

Using:

Rating:

Meets WWC standards with reservations because it uses a quasi-experimental design in which the analytic intervention and comparison groups satisfy the baseline equivalence requirement.

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.

Please see the WWC summary of evidence for Dual Enrollment Programs.

Findings

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
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.

Sample Characteristics

Characteristics of study sample as reported by study author.

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Texas

Race
Other or unknown		100%

Study Details

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.

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