 The Postsecondary Achievement of Participants in Dual
Enrollment: An Analysis of Student Outcomes in Two StatesBy: Melinda Mechur Karp, Juan Carlos Calcagno, Katherine L. Hughes, Dong Wook Jeong & Thomas Bailey — October 2007. St. Paul, Minnesota: National Research Center for Career and Technical Education, University of Minnesota. Dual enrollment programs enable high school students to enroll in college courses and earn college credit. Once limited to high-achieving students, such programs are increasingly seen as a means to support the postsecondary preparation of average-achieving students. Moreover, though dual enrollment programs typically have been reserved for academically-focused students, increasing numbers of career and technical education (CTE) programs are providing such opportunities to their students.
Despite the popularity and growth of dual enrollment programs, little is known about their efficacy. This report seeks to answer several questions regarding their effectiveness using rigorous quantitative methods. We examine the impact of dual enrollment participation for students in the State of Florida and in New York City. For both locations, we specifically examine postsecondary outcomes for participating CTE students; in Florida, we also examine the outcomes of dual enrollment participation for all students. We provide evidence that dual enrollment is a useful strategy for encouraging postsecondary success for all students, including those in CTE programs.
The work reported herein was supported under the National Research Center for Career and Technical Education Program, PR/Award No.VO51A990006 administered by the Office of Vocational and Adult Education, U.S. Department of Education. However, the contents do not necessarily represent the positions or policies of the Office of Vocational and Adult Education or the U.S. Department of Education, and you should not assume endorsement by the Federal Government.
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