Dual Credit in Illinois: Inequitable Participation and Inequitable Impacts on College Access and Success

• In Event: Examining the Influence of Enrollment Behavior on Student Postsecondary Success

Abstract

Both the number of students participating in dual credit and the number of states with dual credit policies has expanded in recent decades, yet there is little evidence about who benefits from state policies. This paper draws on data from Illinois to examine the inequitable participation rates and inequitable effects of dual credit for low-income students and students of color. Results show there are inequitable policy effects and these results have implications for state dual credit policies.

Author

• Jason L. Taylor, University of Illinois at Urbana-Champaign