Dual enrollment programs show no discernible effects on general academic achievement (college)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? One RCT found no statistically significant difference in college GPAs between early college high school participants and comparison students. → What Works Clearinghouse 2017

Evidence¶

What Works Clearinghouse 2017¶

What Works Clearinghouse, U.S. Department of Education. (2017). Dual Enrollment Programs. WWC Intervention Report, Transition to College. https://ies.ed.gov/ncee/wwc/InterventionReport/671

q3 · i? · quant-synthesis · r2

Berger et al. (2014), an RCT comparing college grade point averages of intervention and comparison students; the study included 455 students in 282 schools for this domain. The WWC characterizes the finding as indeterminate, with an improvement index of –1 percentile points; no standardized effect size is printed.

"The authors reported, and the WWC confirmed, that there was not a statistically significant difference between intervention and comparison group students in the general academic achievement (college) domain."

Discussion¶

Related Claims¶

• Broda et al. (2018) found indeterminate effects on GPA, full-time enrollment, and credits completed in a large randomized trial — related
• Dual enrollment programs have positive effects on general academic achievement (high school), with an average improvement index of +7 percentile points — related
• Yeager et al. (2016) and Fink et al. (2018) found indeterminate effects on enrollment, credit completion, and chemistry final exam scores — related
• Dual enrollment programs have positive effects on completing high school, with an average improvement index of +7 percentile points — related
• Dual enrollment programs have positive effects on college degree attainment, with an average improvement index of +25 percentile points — related
• FLIGHT shows no discernible effects on general high school academic achievement (GPA) — related
• Dual enrollment classes taken exclusively on the high school campus show no statistically significant gains in college outcomes — related
• Only dual enrollment and early college high school studies documented rural inclusion, and none analyzed rural students separately — related
• Dual enrollment programs have positive effects on college access and enrollment, with an average improvement index of +15 percentile points — related