Dual Credit and Advanced Placement: Do They Help Prepare Students for Success in College?

1. Dual Credit and Advanced Placement: Do They Help Prepare Students for Success in College? Mardy Eimers, Director of Institutional Research & Planning Robert Mullen, Assistant Director of Institutional Research & Planning 43rd Annual Association for Institutional Research Forum Tampa, Florida Tuesday, May 20, 2003 1:00 PM

2. Scope and Magnitude Survey Participating Institutions Number of Institutions

3. Scope and Magnitude Survey Areas of Instruction

4. Scope and Magnitude Survey Duplicated Headcount Headcount

5. Scope and Magnitude Survey Credit Hours Generated Number of Credit Hours

6. Research Questions • Is there a difference in first-year college grade point average (GPA) between students who had no prior advanced placement (AP) or dual credit in contrast to students who did receive credit in AP or dual-credit courses? • Is there a difference in first-year college retention between students who entered college with no college credit in contrast to students who entered college with dual credit or AP credits? • Does the source of dual credit courses have any relationship with the first-year college grade point average or first-year retention?

7. University of Missouri System • Large residential campus • Engineering residential campus • Two urban campuses • Characteristics: • 43,000 undergraduates • 2,700 professional students • 10,800 graduate students

8. Research Design • Study Population: 7,913 first-time, full-time degree-seeking students, Fall 1999 & Fall 2000 • Missouri residents • Recent high school graduates • Measures of academic ability: ACT, high school percent rank, CBHE high school core • Success: • 1st year GPA • Return the following fall • Dual credit removed from 1st year GPA • Dual credit versus dual enrollment

9. Research Question 1: Is there a difference in the first-year GPA among students who enter college with different types of college credit?

10. Results of Regression Analysis

11. Predicting First-Year GPA

12. Research Question 1: Summary of Results • When holding Academic Ability Constant: • Students with AP Credit Only and students with AP and Dual Credit tend to get higher 1st year GPA than other students • Dual Credit Only students do not appear to get significantly higher 1st year GPA’s than students entering with No College Credit

13. Research Question 2: Does completion of AP, Dual, both AP and Dual, have an effect on whether or not the student comes back the following fall term?

14. Logistic Regression Results • Predicting a Student’s Return the following • Fall Term • Significant Positive Variables: • ACT • HS Rank • Dual Credit Only • AP Credit Only • Both Dual & AP

15. Research Question 2: Summary of Results • When holding Academic Ability Constant: • Students entering college with Dual Credit Only, AP Only, or Dual and AP had an increased likelihood of returning the following fall in contrast to students who entered college with No College Credit

16. Research Question 3: Does the source of the dual credit have any impact on academic performance or retention?

17. Results of Regression Analysis

18. Predicting First-Year GPAby Source of Dual Credit Hours

19. Predicting Retention based on Source of Dual Credit • The overall logistic regression model was statistically significant: ACT and HS Rank • All sources of dual credit were positively related with returning for the second year

20. Research Question 3: Summary of Results • Controlling for Academic Ability: • Students who entered the University of Missouri with dual credit from two-year institutions tended to have lower 1st year GPA’s than students getting their dual credit at other types of institutions. • All sources of dual credit were positively related with returning for the second year

21. Limitations • University of Missouri • Number of entering credit hours or grades in those courses • Time-lag: Fall term GPA • Time-lag: 1st year retention • Strength of model

22. Summary of Findings • Dual Credit is an increasing source of pre-college work in Missouri. • Findings tend to indicate that dual credit, earned in the high school, does not help or hinder student success as measured by the 1st year GPA. • Dual credit, AP, or a combination of the two appears to positively affect a student’s return the following fall. • Source of dual credit plays some role in explaining 1st year GPA.

23. Implications & Further Research • Legislators and the Missouri CBHE continue to be concerned about dual credit offerings • University of Missouri has decided not to include the grades received in dual credit courses in the student’s official University GPA • The positive relationship between AP and/or dual credit and 2nd year retention is noteworthy • Further research: How are students who enter college with college credit using their advanced standing to enhance their college experience?

24. Additional Information • Office of Institutional Research & Planning • 721 Lewis Hall • University of Missouri System • Columbia, Missouri 65211 • (573) 882-2778 • (573) 884-5545 (fax) • URL: http://www.system.missouri.edu/planning/ under “Research Reports” Mardy T. Eimers: eimersm@umsystem.edu Robert Mullen: mullenrw@umsystem.edu