The Impact of Dual Enrollment on College Application Choice and Admission Success. EdWorkingPaper No. 24-1018
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| Title: | The Impact of Dual Enrollment on College Application Choice and Admission Success. EdWorkingPaper No. 24-1018 |
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| Language: | English |
| Authors: | Vivian Yuen Ting Liu, Veronica Minaya, Di Xu, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2024. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org |
| Peer Reviewed: | N |
| Page Count: | 50 |
| Publication Date: | 2024 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education Grade 9 High Schools Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Dual Enrollment, College Applicants, School Choice, College Admission, Grade 9, Selective Admission, African American Students, Hispanic American Students, White Students, State Colleges |
| Abstract: | Dual enrollment (DE) is one of the fastest growing programs that support the high school-to-college transition. Yet, there is limited empirical evidence about its impact on either students' college application choices or admission outcomes. Using a fuzzy regression discontinuity approach on data from two cohorts of ninth-grade students in one anonymous state, we found that taking DE credits increased the likelihood of applying to highly selective in-state four-year institutions. Attempting DE credits also increased the probability of gaining admission to a highly selective in-state four-year college. Heterogeneous analysis further indicates that the gains were extended across Black, Latinx, and white student populations. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | ED660150 |
| Database: | ERIC |
| Abstract: | Dual enrollment (DE) is one of the fastest growing programs that support the high school-to-college transition. Yet, there is limited empirical evidence about its impact on either students' college application choices or admission outcomes. Using a fuzzy regression discontinuity approach on data from two cohorts of ninth-grade students in one anonymous state, we found that taking DE credits increased the likelihood of applying to highly selective in-state four-year institutions. Attempting DE credits also increased the probability of gaining admission to a highly selective in-state four-year college. Heterogeneous analysis further indicates that the gains were extended across Black, Latinx, and white student populations. |
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