How the Middle to High School Transition Can Shape Dual Enrollment Opportunities

• In Event: AERA Roundtable Session Sunday 9:45 am - Gold 2
  In Roundtable Session: Contested Opportunities: Power, Place, and Educational Justice

Abstract

As part of a broader study on system-wide factors relevant to expanding dual-credit enrollments among high school students, we interviewed middle and high school counselors in 11 districts. We conducted 30 qualitative interviews to probe middle and high school counselors’ perceptions about the practices and policies that shape placement of students into high school course trajectories that are more or less conducive to eventually taking dual-credit courses. This proposal includes preliminary insights from middle school and high school counselors regarding how they perceive their role in placing students in ninth-grade classes and what factors they report shaping their decisions regarding student placement and impacting students’ eventual access to dual-credit opportunities in high school.

Authors

• Eric Loken, University of Connecticut

• Julia Oas, University of Connecticut

• Alexandra J. Lamb, University of Connecticut

• Olcay Yavuz, Southern Connecticut State University

• Morgaen L. Donaldson, University of Connecticut