Project Activities
The researchers will use a mixed-methods approach involving interviews with IHE and school district personnel and in-depth quantitative analyses of Connecticut State Department of Education (CSDE)'s longitudinal database that tracks student assessment and course enrollment data. First, the researchers will explore trends and patterns in DC program enrollment in the State of Connecticut (CT) since 2017. They will use historical records to examine relationships between course taking patterns and later college enrollment and performance, including a comparison of trends in traditional DC programs that are offered through high schools (e.g., AP programs) and DC programs offered to high school students through IHEs. Second, the researchers will explore factors influencing the supply of DC offerings in CT. They will conduct extensive interviews with CT IHE (universities, community colleges, and online) providers of DC about their challenges and incentives. Finally, the researchers will use a mixed methods approach to understand the demand for DC offerings in CT using data from middle school assessments to predict student enrollment and success in DC courses (those provided through high schools or through IHEs) and interviews with school counselors to explore placement into courses during the transition from middle school to high school. The researchers will pay special attention to how students from economically disadvantaged backgrounds and/or marginalized communities are participating in DC offerings.
Structured Abstract
Setting
The project will take place in the state of Connecticut.
Sample
The study will include the full population of students enrolled in CT high schools between 2017 and 2026, administrators from 24 IHEs providing DC in CT, and up to 40 middle and high school counselors from districts in CT.
The researchers will explore three sets of factors:
- student and district level factors, including demographic factors such as socioeconomic status, race/ethnicity, English learner status, associated with patterns of DC course enrollment in Connecticut since 2017
- IHE provider factors, including challenges and decisions faced by providers of DC courses in an expanding market, including perceived costs and benefits of providing the courses, as well as challenges in certifying teachers, establishing content, staffing programs, and competing with other providers in the state
- factors associated with students' decisions to enroll (or not enroll) in DC opportunities in high school
Research design and methods
The researchers will use a longitudinal database of administrative data collected by CSDE between 2017 and 2026 to conduct exploratory modeling of historical data of all course and student records. They will model patterns of advanced course taking and specifically compare trends between the traditional DC models offered by high schools (AP/IB) and the increasingly popular DC models offered by IHEs. Additionally, the team will interview representatives from 24 distinct IHE providers who deliver DC courses in CT to understand challenges and incentives relating to these programs. Finally, the team will investigate middle to high school transitions by predicting success in high school DC from middle school assessments and interviewing middle and high school counselors about placement of students in advanced courses when transitioning to high school.
Control condition
Due to the nature of the research design, there is no control condition.
Key measures
Key measures in the historical data include district levels of DC enrollments, along with comparisons of high school vs IHE DC offerings. Student level measures include key academic outcomes such as successful completion of DC courses, high school graduation, enrollment in college, and successful completion of college. The researchers will also examine AP test scores and grades (receiving a "C" or better) in DC courses.
Data analytic strategy
The researchers will analyze historical data using multilevel models to explore within and between district factors associated with DC enrollments. They will also use multilevel models to predict success in high school DC courses as a function of middle school assessments. They will analyze qualitative data from IHEs and middle school counselors using inductive and deductive codes and thematic comparisons.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
Products: This project will result in preliminary evidence regarding DC enrollment in CT. The project will also produce information about the administrative data used and how to access it, coding information, peer-reviewed publications and presentations, and additional dissemination products that reach education stakeholders such as practitioners and policymakers.
Publications:
ERIC Citations: Find available citations in ERIC for this award here.
Supplemental information
Co-Principal Investigator(s): Donaldson, Morgaen; Rhoads, Christopher; Lamb, Alexandra; Yavus, Olcay
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
