Using data from Texas, this report examines how students combine different types of accelerated coursetaking in high school and how these combinations are associated with students’ subsequent postsecondary attainment and earnings trajectories.
This working paper describes dual enrollment (DE) high school–college partnerships and estimates which DE structures and contexts predict aggregate DE course completion, college enrollment, and degree attainment.
Using data from Texas, this paper describes dual enrollment course characteristics such as instructor affiliation, location, and modality and examines how these characteristics predict students’ course completion, course grades, and subsequent college enrollment.
