Determining the Predictability of Accelerated and Concurrent Enrollment Models

• In Event: Maximizing College Readiness? The Outcomes and Unintended Consequences of Preparation Programs and Activities

Abstract

Accelerated and concurrent enrollment program models are expanding across the United States, offering more students opportunities to earn college credits while in high school, yet there is little evidence on the prevalence of various models and how standards-based models relate key educational outcomes. This study used data from the state of Arkansas to examine how various accelerated and concurrent enrollment models predict students’ likelihood of enrolling in college, with a particular focus on how standards-based models predict college enrollment.

Authors

• Jason L. Taylor, University of Utah

• Rui Yan, University of Utah