Postsecondary and Labor Market Outcomes of Dual Credit: Understanding Heterogeneity in Impacts Across Course Delivery Contexts

• In Event: Equity, Access, and Outcomes: Knowledge Acquisition Through Dual Enrollment and Developmental Education Programs

Abstract

Dual credit (DC) is coursework that provides credit towards both high school and college graduation. Studies show rapid expansion nationally has improved college-going rates among program participants. However, limited research explores whether differently designed programs produce the same benefits overall or across student groups, and few studies assess longer-term outcomes beyond college. Drawing on an individual-level statewide longitudinal data system from Texas, we compare student outcomes in three distinct DC delivery contexts: (a) college campus, (b) high school campus, and (b) high school campus, but with a college instructor. We find college campus-based courses are associated with greater college enrollment rates and labor market earnings, and that low-income students and some minoritized student groups benefit more from this setting.

Authors

• David S. Knight, University of Washington

• Pooya Almasi, University of Washington

• Jinseok Shin, University of Texas at Austin

• Julia C. Duncheon, University of Washington