Grading on a Curve: Understanding Why Dual Credit Course Grades Differ Across Instructors and Delivery Contexts

• In Event: District-Level Financial Decisions and Educational Outcomes

Abstract

Dual credit (DC) is coursework that provides credit towards both high school and college graduation. Studies show rapid expansion over the past two decades has improved college-going rates among program participants. However, limited research explores whether different delivery contexts same benefits overall or across student groups. Drawing on an individual-level statewide longitudinal data system from Texas, we compare student course grades and passing rates 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 students generally earn lower grades from college instructors compared to high school instructors, whereas the course location, on a high school or college campus, was not associated with course grades.

Authors

• David S. Knight, University of Washington

• Pooya Almasi, University of Washington

• Julia C. Duncheon, University of Washington