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The Impact of Dual Enrollment Course Participation upon Post-Secondary Achievement and Degree Attainment. Dr. Joni L. Swanson Assistant Superintendent for Curriculum and Instruction Geneseo CUSD #228 Geneseo, IL [email protected]. Research on Dual Enrollment. Prior Studies. - PowerPoint PPT Presentation
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The Impact of Dual Enrollment Course Participation upon Post-Secondary Achievement and Degree Attainment
Dr. Joni L. SwansonAssistant Superintendent for Curriculum and Instruction
Geneseo CUSD #228Geneseo, IL
Research on Dual EnrollmentPrior Studies Current Research
Convenience samples: local or state-wide data
Inconsistent statistical controls
Case studies, limited generalizability
☝ National data set☝ Applied inferential
statistics and control variables
☝ Use of variables from transcript studies
Theoretical BasisVincent Tinto – 1975, 1993
Theory of Longitudinal DepartureVanGennep’s Rites of Passage
Robert Merton – 1957Anticipatory Socialization TheoryEducational Anticipations
Theoretical Basis
V. Tinto ( 1975, 1993, 1997) – Theory of Individual Departure from Institutions of Higher Education
RESEARCH MODELFour Research Questions
Persistence via Credits and Continual Enrollment
Time to a Bachelor’s DegreeHighest Degree AttainmentEffects of Control Variables on Outcomes
Original Causal Model based on theoryTotal Effects and Direct Effects
NELS: 88/2000 DATANELS Original SampleIndependent Variable-
TCREDDControl Variables
DemographicsHigh School DescriptorsCollege Descriptors
Dependent VariablesPersistence Time to BA DegreeHighest Degree
Attainment
Restricted DataNELS-RPETS (Post-
secondary Education Transcript Study)
PETS SupplementJune 2004
Supplement
Causal Model
Statistical MethodsLogistic Regression via SPSS Unstandardized Parameter EstimatesStandard Errors and DEFT (AM Software)Delta-p statisticsExpB (log odds)Model ProbabilitiesStatistical significance at p <.05, .01 & .001
Research Results
Persistence to DegreeDE students 11% more likely to persist to the 2nd
year than non-DE students (p <.01)DE students entering PSE directly after high
school 17% more likely to persist to the 2nd year (p < .001)
DE students earning 20 + credits in the 1st year PSE 28% more likely to persist to the 2nd year (p <.001)
DE participation did not significantly impact students earning 50+ credits by the end of the 2nd year
Elapsed Time to a BADual Enrollment participation
alone decreased likelihood of BA in 4.56 years by 16% (p< .05) when controlling for college variables
Earning 20 credits improved likelihood of BA in 4.56 years by 38% (p < .001)
Continual enrollment in PSE improved likelihood of BA in 4.56 years by 41% (p <.001)
Degree AttainmentCertificate or
Associates of Arts Degree
➔With demographic variables, DE increased likelihood of AA by 14% (p > .05)
Degree AttainmentBachelor’s Degree ➔DE reduced likelihood of BA
by 10% (p > .05)➔Students who entered PSE
immediately after HS increased 26% to 28% ( p < .001)
➔Students who earned 20 credits in the 1st year of PSE increased by 20% (p > .001)
➔Students who continually enrolled through the 2nd year increased by 23% (p > .001)
Degree AttainmentGraduate Study or
DegreeDE alone, no statistically
significant results
Higher percentage of DE participating students completed graduate hours/degrees than non-participants
DE students who continue in PSE increased likelihood of grad degree by 34% (p >.001)
Educational AspirationsAnticipatory
Socialization (Merton, 1957)Social and Academic
Integration (Tinto, 1975, 1993, 1997)
Anticipation of a BA Degree 12% greater likelihood for
students who did not anticipate a degree (p < .01)
Demographic Controls
Statistically negative results for male and Hispanic students as compared to females and White students
1st generation students less likely to earn 50+ credits in 2 years of PSE (-23%, p <. 001)
Limitation of study = age of data & changing demographics in US
Implications of Results
Academic Momentum – immediate entry to PSE, acquiring 20 credits by end of 1st year, continuing in PSE to end of 2nd year
Implications of Results
“Nest Egg” Effect – credits are hard to give up
Implications of the ResearchDE participation lays the groundwork for
persistence
Dual Enrollment participation alone decreases the likelihood of BA attainment by 10%
DE students who continue in PSE to the 2nd year have greater likelihood of degree attainment and of graduating in less than 4.56 years
Implications of the ResearchSociological Impact – participation in DE
classes, especially for students without BA aspirations, improves likelihood of BA degree
Integration both socially and academically to college and anticipation of college experience and habits
Psychological boost to college success
Future Research on Dual EnrollmentELS (Educational Longitudinal Study of 2002)P-16 InitiativesStudent Information SystemsNACEP Surveys
Questions/CommentsEmail: [email protected]
[email protected]: 309-945-0450
Website for Executive Summary:http://www.education.uiowa.edu/belinblank/events/nagc08.asp
This research was supported in part by a grant from the John Templeton Foundation to the Institute for Research and Policy on Acceleration at the Belin-Blank Center for Gifted Education at the University of Iowa.
