Dual-Credit Gatekeepers: The Relationship Between Educator Beliefs & Student Participation in Dual-Credit Offerings

• In Event: AERA Roundtable Session Friday 11:45 am - Gold 3
  In Roundtable Session: Dual Enrollment & Educators

Abstract

Extensive research has shown that dual-credit facilitates and expedites students’ transition into and advancement through higher education [1-3]. However, less is known about how educator beliefs might influence who has access to which kinds and which amounts of dual-credit. Using Texas’s statewide longitudinal data system (TERC), we have compiled an analytical sample of n=3,434,626 high school graduates, nested in k=2,031 schools. We have piloted a survey of high school leaders (n=91), which measures characteristics of dual-credit at that school, educators’ beliefs about the purpose and benefits of dual-credit, and for which students. In the fall, we will re-administer this survey (n=400) and match responses to school-level TERC measures to model the relationship between educator beliefs and student course-taking.

Authors

• Kimberly Pack-Cosme, University of Texas at Austin

• 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