Exploring the Impact of Dual Credit on Student Success in Missouri
This report investigates dual credit and concurrent enrollment programs in Missouri, emphasizing their impact on student outcomes such as first-semester GPA and retention rates. Through extensive analysis, we assess the effectiveness of these programs on high school students who earn both high school and college credit. The findings indicate a positive correlation between participation in dual credit courses and improved college success metrics. We aim to refine our understanding through ongoing data collection and collaboration with educational agencies.
Exploring the Impact of Dual Credit on Student Success in Missouri
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Presentation Transcript
WHERE ARE WE? THE STATE OF DUAL CREDIT/ENROLLMENT IN MISSOURI Jude Kyoore Research Associate Missouri Department of Higher Education
National context • Dual Credit • Requires partnership between a school or district and IHE • Courses offered can be academic or career/technical • Students Earn credit by passing • Students may or may not simultaneously earn high school credit • Increasingly been promoted to all students • Categories of dual credit courses • Singleton • Comprehensive • Extensive Comprehensive
Dual credit Policy • Eligibility • Financing • Transferability • Ensuring quality
State Of Missouri • “Dual credit refers to college level courses taught by high school instructors to high school students, who are earning both high school and college credit for these courses simultaneously”. CBHE • “Dual enrollment refers to students concurrently enrolled at a high school and a postsecondary institution. Dual enrollment students may or may not earn high school credit for courses taken at the postsecondary institution”. CBHE
Research Objective • To examine the effect of dual credit on college success using two different students outcome • First semester GPA • Retention ( Fall to Fall)
Data • Participants, Missouri First time Residents who: • Participated in dual credit program while in high school • Successfully completed the college course while in high school (at least D) • Excluded those who withdrew • Enrolled in Missouri Public colleges within two years of high school graduation • Non-Participants, Missouri First time Residents who • Have never enrolled dual credit or dual enrollment program • Enrolled in Missouri Public higher education institutions
This Project: • An attempt to account for the differences in demographic characteristics and preexisting academic differences • Address the concern that there may be unobserved preexisting differences between program participants and nonparticipants. • Use a very large sample of students and may therefore be able to estimate program effects more precisely
Model • Where: • is the dependent variable ( First semester GPA, Fall to fall completion status) • is the indicator for dual credit status • is the control variables ( Female, White, Black, Hispanics, received Bright, total income) • School fixed effect • is the error term
Big takeaways • Positive effect of dual credit on GPA • Positive effect of dual credit on Retention • Most likely that there will be a positive relationship between dual credit and completion
NEXT STEPS….. • Continue to collect data on dual credit and dual enrollment from institutions • Collaborate with other state agencies to evaluate other student outcomes • Use other statistical techniques(eg Propensity Matching Score) to validate the results
Thank You Questions??????
