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

Jason L Taylor, Rui Yan

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.

 


Keywords


college access; college retention; concurrent enrollment; Advanced Placement; quality; policy; NACEP

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DOI: http://dx.doi.org/10.14507/epaa.26.3647

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