Staffing and Resource Allocation in College Access Reform: How Dual Credit Shifts Educational Costs

• In Event: From Critical Race Theory Bans to Automatic Admissions: Examining Equity Outcomes of Policy Decisions

Abstract

Dual credit (DC) courses confer credit towards both high school graduation and a postsecondary degree. DC has grown rapidly, yet little evidence exists on how these courses shift resources and cost burdens between community colleges, school districts, and families. The purpose of this study is to examine how alternate DC delivery models shift the overall cost and cost burden of K-12 education. We find community colleges bear a disproportionate share of costs, especially in delivery models where community college faculty serve as the instructor of record – a model that is common in Early College High Schools. The study informs the design of equitable tuition agreements and instructor and student course assignment policies within DC partnerships.

Authors

• David S. Knight, University of Washington
  Presenting Author

• Julia C. Duncheon, University of Washington
  Non-Presenting Author

• Lu Xu, University of Washington
  Non-Presenting Author