Dr. Joni L. Swanson Assistant Superintendent for Curriculum and Instruction Geneseo CUSD #228

1. 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 jswanson@dist228.org

2. Research on Dual Enrollment Prior 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

3. Theoretical Basis • Vincent Tinto – 1975, 1993 • Theory of Longitudinal Departure • VanGennep’s Rites of Passage • Robert Merton – 1957 • Anticipatory Socialization Theory • Educational Anticipations

4. Theoretical Basis V. Tinto ( 1975, 1993, 1997) – Theory of Individual Departure from Institutions of Higher Education

5. Research Model • Four Research Questions • Persistence via Credits and Continual Enrollment • Time to a Bachelor’s Degree • Highest Degree Attainment • Effects of Control Variables on Outcomes • Original Causal Model based on theory • Total Effects and Direct Effects

6. NELS: 88/2000 Data • NELS Original Sample • Independent Variable- TCREDD • Control Variables • Demographics • High School Descriptors • College Descriptors • Dependent Variables • Persistence • Time to BA Degree • Highest Degree Attainment • Restricted Data • NELS-R • PETS (Post-secondary Education Transcript Study) • PETS Supplement • June 2004 Supplement

7. Causal Model

8. Statistical Methods • Logistic Regression via SPSS • Unstandardized Parameter Estimates • Standard Errors and DEFT (AM Software) • Delta-p statistics • ExpB (log odds) • Model Probabilities • Statistical significance at p<.05, .01 & .001

9. Research Results

10. Persistence to Degree • DE 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

11. Elapsed Time to a BA • Dual 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)

12. Degree Attainment • Certificate or Associates of Arts Degree • With demographic variables, DE increased likelihood of AA by 14% (p> .05)

13. Degree Attainment • Bachelor’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)

14. Degree Attainment Graduate Study or Degree • DE 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)

15. Educational Aspirations • Anticipatory 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)

16. 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

17. 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

18. Implications of Results • “Nest Egg” Effect – credits are hard to give up

19. Implications of the Research • DE 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

20. Implications of the Research • Sociological 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

21. Future Research on Dual Enrollment • ELS (Educational Longitudinal Study of 2002) • P-16 Initiatives • Student Information Systems • NACEP Surveys

22. Questions/Comments Email: jswanson@dist228.org jswanson19@yahoo.com Phone: 309-945-0450 Website for Executive Summary: http://www.education.uiowa.edu/belinblank/events/nagc08.asp

23. 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.