Differences in the Percentages of Students Enrolled in Dual Credit Courses over Time: A Texas, Multiyear Analysis
DOI:
https://doi.org/10.47134/ijsl.v2i3.32Keywords:
Dual-Credit Course, Dual Enrollment, Economic Status, TexasAbstract
This study aimed to determine the degree to which differences were present in the percentages of all students who enrolled in a dual-credit mathematics course in Texas public high schools by their economic status (i.e., economically disadvantaged and all students). The percentages for both groups of students were compared for the 2014-2015 and the 2015-2016 school years. Inferential statistical analyses revealed statistically significant differences in the percentages in dual-credit mathematics course enrollment for all students and students who were economically disadvantaged in both the 2014-2015 and the 2015-2016 school years. For both years, economically disadvantaged students had a lower enrollment rate in dual-credit mathematics courses than all students' percentage enrollment in dual-credit mathematics courses. Implications of these findings, as well as recommendations for future research, were discussed.
Downloads
References
An, B. P. (2013a). The impact of dual enrollment on college degree attainment: Do low-SES students benefit? Educational Evaluation & Policy Analysis, 35(1), 57-75. doi:10.3102/0162373712461933.
An, B. P. (2013b). The influence of dual enrollment on academic performance and college readiness: Differences by socioeconomic status. Research in Higher Education, 54(4), 407-432. doi:10.1007/s11162-012-9278-z.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
Dixon, D. B., Slate, J. R., Moore, G. W., Lunenburg, F. C., & Barnes, W. (2020). Second semester GPA differences by dual-credit enrollment status for Texas community college students: A multiyear investigation. In J. E. Larsen (Ed.), Ethnic differences: An overview. Nova Science Publishers. https://novapublishers.com/shop/ethnic-differences-an-overview/.
Dual Credit Requirements. 19 Texas Administrative Code §4.85 (2019).
Giani, M., Alexander, C., & Reyes, P. (2014). Exploring variation in the impact of dual-credit coursework on postsecondary outcomes: A quasi-experimental analysis of Texas students. The High School Journal, 97(4), 200-218. doi:10.1353/hsj.2014.0007.
Hodara, M., Regional Educational Laboratory Northwest, National Center for Education Evaluation and Regional Assistance, & Northwest Education. (2015). What predicts participation in developmental education among recent high school graduates at community college? Washington, DC: Institute of Education Sciences. Retrieved from ERIC Database. (ED556127).
Johnson, B., & Christensen, L. B. (2017). Educational research: Quantitative, qualitative, and mixed approaches. Thousand Oaks, CA: Sage.
Karp, M. M., Calcagno, J. C., Hughes, K. L., Jeong, D. W., Bailey, T. R., & National Research Center for Career and Technical Education, S. M. (2007). The Postsecondary Achievement of Participants in Dual Enrollment: "An Analysis of Student Outcomes in Two States". Columbia University, NY: Community College Research Center. Retrieved from ERIC database. (ED498661).
Moseley, S. M., & Slate, J. R. (2021). Differences in the percentages of students enrolled in dual credit mathematics courses over time: A Texas, multiyear analysis. In J. E. Kelly (Ed.), Teachers and principals: Global practices, challenges and prospects (pp. 185-200). Nova Science Publishers.
Onwuegbuzie, A. J., & Daniel, L. G. (2002). Uses and misuses of the correlation coefficient. Research in the Schools, 9(1), 73-90.
Pitsker, K. (2019). Kilplinger’s Best College Values 2019. Kiplinger’s Personal Finance, 73(9), 46-50.
Slate, J. R., & Rojas-LeBouef, A. (2011). Calculating basic statistical procedures in SPSS: A self-help and practical guide to preparing theses, dissertations, and manuscripts. Ypsilanti, MI: NCPEA Press.
Speroni, C., & National Center for Postsecondary Research. (2012). High school dual enrollment programs: Are we fast-tracking students too fast? NCPR Brief. New York, NY: National Center for Postsecondary Research. Retrieved from ERIC database. (ED527527).
Texas Education Agency. (2019a). 2019 Accountability Manual for Texas Public School Districts and Campuses. Austin TX: Author.
Texas Education Agency. (2019b). Dual Credit. Retrieved from https://tea.texas.gov/Academics/College,_Career,_and_Military_Prep/Dual_Credit.
Texas Education Agency. (2019c). Enrollment in Texas public schools, 2018-19. Austin TX: Author.
Texas Higher Education Coordinating Board. (2018). Overview: Dual credit. Retrieved from http://www.thecb.state.tx.us/institutional-resources-programs/public-community-technical-state-colleges/transfer-resources/dual-credit-initiatives/.
Young Jr., R. D., Joyner, S. A., & Slate, J. R. (2013). Grade point average differences between dual and non-dual credit college students. Urban Studies Research, 1-6. doi:10.1155/2013/638417.
