The dual–credit curricular initiative offers high school students the opportunity to earn college and high school credits simultaneously without taking a standardized test to acquire the credit. The courses are purported to introduce students to a more rigorous curriculum in high school and save them time and money in their pursuit of college degrees. Dual credit programs have grown rapidly, and this monograph provides a synthesis of:
the scholarly literature on dual credit offered at high school and a variety of postsecondary settings;
underrepresented students experiences with the course(s), and
suggestions for future research and drivers that will influence its development.
Originally, these initiatives focused on high–achieving students, but additional models have emerged that expand the benefits to lower– and middle–achieving students as well.
This is the third issue of the 42nd volume of the Jossey–Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Table of Contents
Executive Summary 7Foreword 12
Introduction to Dual Credit 14
Purpose of the Book 16
Precollege Curricular Options 17
Distinguishing Dual Credit 21
Structure of the Book 29
Postsecondary Institutions as a Gateway to Dual Credit 31
Location for Dual Credit Instruction 33
Course Offerings 35
Student Participation 36
Instructor Eligibility 39
Funding Dual Credit Programs 40
Course Costs 41
Benefits and Challenges 42
Conclusion 45
Dual Credit in High School Settings 46
Traditional High Schools 46
Middle College High Schools 51
Early College High Schools 56
Conclusion 61
The Students Experiences in Dual Credit 62
High–, Middle–, and Lower Achieving Students 63
Traditionally Underrepresented Student Populations 69
Gender Differences 77
Dual Credits After Matriculation 79
Conclusion 80
Summary and Implications for the Future 81
Recommendations for Research 82
Future Considerations for Dual Credit 86
Conclusion 89
Notes 90
References 92
Name Index 107
Subject Index 112
About the Author 115
