Dual enrollment college algebra near the cut-off was associated with a 23 percent higher likelihood of earning a college degree¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students near the eligibility cut-off who enrolled in a rigorous dual enrollment college algebra class were 23 percent more likely to earn a college degree than similar students who did not take the class. → Cecilia Speroni 2011

Evidence¶

Cecilia Speroni 2011¶

Cecilia Speroni. (2011). High School Dual Enrollment Programs: Are We Fast-Tracking Students Too Fast? National Center for Postsecondary Research. https://www.mathematica.org/publications/high-school-dual-enrollment-programs-are-we-fast-tracking-students-too-fast

q2 · i? · causal · r?

In the same Florida tracking study of seniors who took a college algebra placement test, dual enrollment participants near the cut-off were "23 percent more likely to earn a college degree" than similar students who did not take the class; no standardized effect size is printed.

"Students who passed the test (with a score very near the cut-off for eligibility) and enrolled in a rigorous dual enrollment college algebra class were 16 percent more likely to go to college and 23 percent more likely to earn a college degree than similar students who did not take the class."

Discussion¶

Related Claims¶

• Dual enrollment classes taken on college campuses increase students' likelihood of attending college and earning a bachelor's degree — a broader claim this one bears on
• Passing the college algebra placement test near the cut-off and enrolling in dual enrollment college algebra was associated with a 16 percent higher likelihood of going to college — related
• The study identified comparison students using scores very near the college algebra placement test cut-off for dual enrollment eligibility — related
• Dual enrollment classes taken exclusively on the high school campus show no statistically significant gains in college outcomes — related
• Dual credit participation in Texas is associated with stronger postsecondary outcomes, with low-income DC students twice as likely and Black and Latino DC students three times as likely to earn an associate degree in high school — a narrower finding that bears on this claim
• Students who take college-level courses in high school are more likely to graduate, go on to college, and earn a degree — a broader claim this one bears on
• OneGoal students are 40% more likely to earn postsecondary degrees than students from similar backgrounds, per a University of Chicago study — related
• Advanced Placement and dual enrollment participation have similarly positive impacts on student success — related
• College readiness is best understood as a property of interactions between students and the college context, not only individual skills — related