This file contains data from a quick-response survey titled "Dual Enrollment Programs and Courses for High School Students." The survey was conducted by the National Center for Education Statistics, Institute of Education Sciences, using the Postsecondary Education Quick Information System (PEQIS). The study provides information on the topic of dual enrollment of high school students at postsecondary institutions. Dual enrollment, also known as “dual credit,” “concurrent enrollment,” and “joint enrollment,” refers to the participation in college-level courses and the earning of college credits by high school students. Dual enrollment is viewed as providing high school students benefits such as greater access to a wider range of rigorous academic and technical courses, savings in time and money on a college degree, promoting efficiency of learning, and enhancing admission to and retention in college. NCES released the results of the survey in the publication Dual Enrollment of High School Students at Postsecondary Institutions: 2002–03 (NCES 2005-008).
In February 2004, questionnaires and cover letters for the study were mailed to the PEQIS survey coordinators at the approximately 1,600 Title IV degree-granting postsecondary institutions in the 50 states and the District of Columbia that compose the PEQIS panel. Coordinators were informed that the survey was designed to be completed by the person(s) at the institution most knowledgeable about the institution's dual enrollment programs and courses. Respondents were given the option of completing the survey online or on paper. Telephone follow-up for survey nonresponse and data clarification was initiated in mid-March 2004, and data collection was completed in June 2004. The overall response rates were 91 percent unweighted and 92 percent weighted.
The survey asked respondents to report on the prevalence of college course-taking by high school students at their institutions during the 2002–03 12-month academic year, both within and outside of dual enrollment programs. Among institutions with dual enrollment programs, additional information was obtained on the characteristics of programs, including course location and type of instructors, program and course curriculum, academic eligibility requirements, and funding. Institutions with dual enrollment programs were also asked whether they had programs specifically geared toward high school students at risk of education failure; if they answered yes, they were asked a series of questions about the features of such special programs.
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