Dual-Credit Dosage: Conceptual, Methodological, and Empirical Patterns

• In Event: AERA Roundtable Session Saturday 3:45 pm - Gold 1
  In Roundtable Session: Dual Enrollment & Higher Education

Abstract

An ample literature base demonstrates the benefits of dual-credit courses for supporting and accelerating students' pathways through higher education [1-3]. However, the range of approaches for delivering dual-credit is broad, and we lack a nuanced understanding of the variation in the amount and types of courses – i.e. dosage – that students participate in. Using Texas’s statewide longitudinal data system, we have compiled an analytical sample of ten cohorts (2014-2023) of high school graduates (n=3,434,626). We descriptively investigate ways dual-credit dosage can be measured, what dosage students receive, and how that dosage has changed over time. In the Fall of 2025, we will use multilevel logistic regression models to estimate how student and school characteristics relate to dosage.

Authors

• Matthew S. Giani, University of Texas at Austin

• Rashi Agarwal, University of Texas at Austin

• Madison E. Andrews, University of Texas at Austin

• Kait Ogden, University of Texas at Austin