Exploring the outcomes of standards-based concurrent enrollment and Advanced Placement in Arkansas

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Abstract

Accelerated programs (concurrent enrollment and Advanced Placement) are expanding across the US, yet there is little evidence on the relationships between participation in different accelerated programs, standards-based concurrent enrollment programs (e.g., accredited programs), and educational outcomes. This study used data from a cohort of Arkansas high school graduates and school-level fixed effects to assess how different accelerated programs predict students’ likelihood of enrolling in and being retained in an Arkansas college. We found that participation in concurrent enrollment and Advanced Placement predicts college access and college retention. However, we found no differences in college access and retention based on whether students participated in a NACEP-accredited concurrent enrollment program or not. The results suggest the need to expand access to both concurrent enrollment and Advanced Placement and the need for more research on standards-based concurrent enrollment programs such as those that are NACEP-accredited.

 

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How to Cite
Taylor, J. L., & Yan, R. (2018). Exploring the outcomes of standards-based concurrent enrollment and Advanced Placement in Arkansas. Education Policy Analysis Archives, 26, 123. https://doi.org/10.14507/epaa.26.3647
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Author Biographies

Jason L Taylor, University of Utah

Jason L. Taylor is an Assistant Professor in the Department of Educational Leadership and Policy at the University of Utah. He received his Ph.D. in Higher Education from the University of Illinois at Urbana-Champaign with a research specialization in evaluation methods and concentration in public policy. His broad research interests are at the intersection of community college and higher education policy and educational and social inequality. 

Rui Yan, Indiana University

Rui Yan is currently a postdoctoral researcher at Indiana Business Research Center at Indiana University. She received her Ph.D. in Educational Leadership and Policy from the University of Utah. Her research interests focus on principal and teacher labor markets, school leadership, program evaluations, and quantitative research methods.