Are Dual Enrollment Students College Ready? Evidence from the Wabash National Study of Liberal Arts Education

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Abstract

We examine whether dual enrolled students display greater levels of college readiness than nonparticipants. Advocates assert that dual enrollment improves students’ college readiness, but despite these assertions, few researchers have evaluated this relationship. Moreover, researchers that do consider whether dual enrollment improves college readiness examine this relationship while students participate in dual enrollment or shortly thereafter. Unlike traditional measures of college readiness that tend to emphasize the cognitive domain of college readiness, we use measures that integrate both cognitive and noncognitive domains of college readiness. We find that students who participated in dual enrollment tend to be more college ready than those who did not earn college credit in high school. The exception is that there is no statistical difference between dual enrollees and non-accelerators in their key transition knowledge and skills. The magnitude of the dual enrollment effect is second only to gender.

 

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How to Cite
An, B. P., & Taylor, J. L. (2015). Are Dual Enrollment Students College Ready? Evidence from the Wabash National Study of Liberal Arts Education. Education Policy Analysis Archives, 23, 58. https://doi.org/10.14507/epaa.v23.1781
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Author Biographies

Brian P. An, Assistant Professor Educational Policy and Leadership Studies University of Iowa

Brian P. An is Assistant Professor of Educational Policy and Leadership Studies at the University of Iowa. His research focuses on the transition from high school to college and college persistence.

Jason L. Taylor, Assistant Professor Educational Leadership and Policy University of Utah

Jason L. Taylor is Assistant Professor of Higher Education in the Department of Educational Leadership and Policy at the University of Utah. Broadly speaking, his research examines the intersection between higher education policies and educational and social inequities.