WWC review of this study

Taking college courses in high school: A strategy guide for college readiness: The college outcomes of dual enrollment in Texas.

Struhl, B., & Vargas, J. (2012). Struhl, B., & Vargas, J. (2012). Taking college courses in high school: A strategy guide for college readiness: The college outcomes of dual enrollment in Texas. Washington, DC: Jobs for the Future. Retrieved from https://eric.ed.gov/?id=ED537253 Retrieved from: https://eric.ed.gov/?id=ED537253

  • Quasi-Experimental Design
     examining 
    32,908
     Students
    , grades
    11-12
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

Enrollment in postsecondary education

Dual Enrollment Programs vs. Business as usual

6 Years

Full sample;
32,908 students

N/A

N/A

Yes

 
 
19
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;
32,908 students

N/A

N/A

Yes

 
 
13
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;
32,908 students

N/A

N/A

Yes

 
 
16

Characteristics of study sample as reported by study author.

  • Race
    Black
    6%
    Not specified
    28%
    White
    66%
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    Texas

Setting

The study took place in the state of Texas. The study used data from the entire 2004 graduating cohort of students from the state. Students came from multiple high schools and districts and were tracked for 6 years post-high school.

Study sample

The majority of students in both the intervention and comparison groups were White, with 66% in both groups. Only 6% of intervention and 7% of comparison students were Black. Roughly 18% of students in each group were considered low-income. Less than 1% in each group were limited English proficient students.

Intervention Group

Students in the intervention group participated in dual enrollment courses during their eleventh- and twelfth-grade school years. These students earned college credit while still in high school.

Comparison Group

Students in the comparison group did not earn college credit while in high school. They participated in regular high school courses and curricula.

Support for implementation

The state of Texas passed a bill in 2006 that directed all districts to offer students the opportunity to earn up to 12 college credits before graduating high school. This bill allocated $275 per-student funding that could be used for this purpose. The bill allowed high schools and postsecondary institutions to form partnerships in order to meet these requirements. In 2007, the legislature passed another bill which provided funding for innovative high school design models, including early college high schools. These new bills resulted in an increase in the number of dual enrollment participants in the state of Texas.

 

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This download will include data files for study and findings review data and a data dictionary.

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