Earning College Credits in High School: Equitable Options, Participation, and Outcomes for Oregon Students

• In Event: 16.061 - Roundtable Session 4
  In Roundtable Session: 16.061-7 - Advanced Academic Preparation and College Enrollment: Tutoring, Dual Credits, and Placement

Abstract

This study describes the characteristics of high school students who enroll in dual credit at Oregon community colleges, focusing on equity gaps in participation, and the relationship between students’ participation in dual credit and high school graduation, postsecondary enrollment, and postsecondary persistence. Using statewide longitudinal data, the study analyzes dual-credit participation rates by race/ethnicity, gender, and math and reading achievement on state tests and examines differences in outcomes for dual credit participants and non-participants. Key findings include that dual-credit participants are more likely to be female, White, score highly on state tests, and not be eligible for free or reduced-price lunch. Study results can be used to inform program expansion and outreach efforts to underserved groups of students.

Authors

• Ashley Pierson, Education Northwest

• Michelle Hodara, Education Northwest

• Jonathan Luke