This NCPR working paper uses a regression discontinuity design to gauge the causal effects of dual enrollment on rates of high school graduation, college enrollment, and college completion among students on the margin of eligibility for dual enrollment participation.
Getting Ready for College: An Implementation and Early Impacts Study of Eight Texas Developmental Summer Bridge Programs
This NCPR report presents the early findings of an evaluation of eight developmental summer bridge programs in Texas (seven at community colleges and one at an open-admissions four-year university).
Using data from two cohorts of all high school students in Florida and controlling for schools' and students' characteristics, this NCPR working paper examines the relative power of AP and dual enrollment in predicting students' college access and success.
This report discusses eight secondary-postsecondary partnerships in California that sought to integrate dual enrollment with a career-focused strategy for engaging struggling students.
This how-to guide provides information for practitioners, schools, and districts on how to incorporate college coursework into high school academies and pathways.
Prepared for the 2010 White House Summit on Community College, this brief discusses partnerships that promote college enrollment, college readiness, and postsecondary persistence.
This article describes some of the ways in which dual enrollment requires the engagement of college faculty with high school personnel and their students, and it reviews the challenges and potential benefits of these relationships.
Collaborating to Create Change: How El Paso Community College Improved the Readiness of Its Incoming Students Through Achieving the Dream
This report describes how this Achieving the Dream college collaborated with the University of Texas at El Paso and 12 local independent school districts in the El Paso area to develop and bring to scale an improved process for helping high school students prepare for entry into college.
Student Participation and Performance on Advanced Placement Exams: Do State-Sponsored Incentives Make a Difference?
Based on analysis of nationally representative AP exam data taken from the Education Longitudinal Study of 2002, this article examines whether incentives provided to students, teachers, and schools help students enroll and succeed in AP exams.
This guide for district administrators, teachers, and counselors aims to help schools and districts develop practices to increase access to higher education and details the research evidence informing its recommendations.
The Postsecondary Achievement of Participants in Dual Enrollment: An Analysis of Student Outcomes in Two States
This study uses rigorous quantitative methods to examine the impact of dual enrollment participation on students in Florida and New York City.
This report is intended to inform educators, policymakers, administrators, and researchers about current policies and practices that shape dual enrollment in California.
Supporting College Transitions Through Collaborative Programming: A Conceptual Model for Guiding Policy
This article provides a theoretical rationale for policymakers' support for programs that allow high school students to take college-level classes for credit.
This summary is intended to help decision-makers understand why research on the effectiveness of dual enrollment programs is important and how policymakers can support research activities.
This report discusses findings and recommendations from a study of the New York City Virtual Enterprises International program, in which students create and run virtual businesses.
This book chapter reviews three dominant strategies to create academic linkages between high school and college—remediation, dual enrollment, and the high school/college alignment movement.
This paper explores whether dual enrollment helps students learn about the role of college student.
This chapter examines the extent to which career academies deliver on their promises.
This report reviews findings from a study of five programs that allow high school students to take classes for college credit, or "credit-based transition programs."
This chapter in Career Pathways: Education With a Purpose explains the differences between articulation (which is predominant in typical Tech Prep consortia) and dual enrollment.