Effects of Dual Enrollment on Postsecondary and Labor Market Outcomes: Exploring Heterogeneity across Delivery Contexts

• In Event: Aligning Course-Taking and Credentialing Programs with Labor Market and Civic Outcomes

Abstract

Dual credit (DC) courses offer high school and college credits simultaneously, often at minimal or no cost to students. As DC has expanded nationally, courses are implemented across diverse modalities and contexts. Prior studies find positive effects, but limited research examines heterogeneity, particularly how effects differ across delivery contexts. Using a statewide dataset from Texas, we compare student course-taking patterns and outcomes in three distinct DC delivery contexts: (a) courses taught on a college campus by a college instructor, (b) courses taught on a high school campus by a college instructor, and (c) courses taught on a high school campus by a high school teacher. We study the impact of DC delivery context on students' high school graduation, college enrollment, college performance, college graduation, and labor market outcomes. Our preliminary findings reveal that college-like courses have a positive impact on students' outcomes, particularly college enrollment. Additionally, we identify significant variation in students' outcomes regarding the timing and intensity of their DC coursework, but these patterns differ based on the delivery context and students' prior academic preparation.

Authors

• Pooya Almasi, Morgan State University
  Presenting Author

• David S. Knight, University of Washington
  Non-Presenting Co-Author

• Jinseok Shin, University of Washington
  Non-Presenting Co-Author

• Julia Duncheon, University of Washington
  Non-Presenting Co-Author