WHERE ARE WE? THE STATE OF DUAL CREDIT/ENROLLMENT IN MISSOURI

2. WHERE ARE WE? THE STATE OF DUAL CREDIT/ENROLLMENT IN MISSOURI Jude Kyoore Research Associate Missouri Department of Higher Education

3. National context • Dual Credit • Requires partnership between a school or district and IHE • Courses offered can be academic or career/technical • Students Earn credit by passing • Students may or may not simultaneously earn high school credit • Increasingly been promoted to all students • Categories of dual credit courses • Singleton • Comprehensive • Extensive Comprehensive

4. Statewide Policy

5. Postsecondary and/or Secondary Credit Earned

6. Dual credit Policy • Eligibility • Financing • Transferability • Ensuring quality

7. State Of Missouri • “Dual credit refers to college level courses taught by high school instructors to high school students, who are earning both high school and college credit for these courses simultaneously”. CBHE • “Dual enrollment refers to students concurrently enrolled at a high school and a postsecondary institution. Dual enrollment students may or may not earn high school credit for courses taken at the postsecondary institution”. CBHE

8. Count of Students Enrolled in Dual credit

10. Dual Credit: Enrolled in Missouri Public HEI

11. Research Objective • To examine the effect of dual credit on college success using two different students outcome • First semester GPA • Retention ( Fall to Fall)

12. Data • Participants, Missouri First time Residents who: • Participated in dual credit program while in high school • Successfully completed the college course while in high school (at least D) • Excluded those who withdrew • Enrolled in Missouri Public colleges within two years of high school graduation • Non-Participants, Missouri First time Residents who • Have never enrolled dual credit or dual enrollment program • Enrolled in Missouri Public higher education institutions

13. Student Outcomes

14. Demographic Characteristics

15. Family Characteristics

16. Other characteristics

17. This Project: • An attempt to account for the differences in demographic characteristics and preexisting academic differences • Address the concern that there may be unobserved preexisting differences between program participants and nonparticipants. • Use a very large sample of students and may therefore be able to estimate program effects more precisely

18. Model • Where: • is the dependent variable ( First semester GPA, Fall to fall completion status) • is the indicator for dual credit status • is the control variables ( Female, White, Black, Hispanics, received Bright, total income) • School fixed effect • is the error term

19. Results: First Semester GPA

20. Results: Retention(Fall to Fall)

21. Big takeaways • Positive effect of dual credit on GPA • Positive effect of dual credit on Retention • Most likely that there will be a positive relationship between dual credit and completion

22. NEXT STEPS….. • Continue to collect data on dual credit and dual enrollment from institutions • Collaborate with other state agencies to evaluate other student outcomes • Use other statistical techniques(eg Propensity Matching Score) to validate the results

23. Thank You Questions??????