Does Dual Enrollment Influence High School Graduation, College Enrollment, Choice, and Persistence?

This study examines relationships between dual enrollment and high school graduation, college enrollment, college choice (2-year or 4-year), and persistence in college among Nebraska’s 2018 high school graduating class. Unlike previous studies that focus on states where dual enrollment is standardiz...

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Bibliographic Details
Published in:Research in higher education 2022-08, Vol.63 (5), p.825-848
Main Authors: Lee, Jungmin, Fernandez, Frank, Ro, Hyun Kyoung, Suh, Hongwook
Format: Article
Language:English
Subjects:
Academic Persistence
Achievement Gap
Automatic identification
College Attendance
College Choice
Correlation
Dual Enrollment
Education
First Generation College Students
Graduation
High School Graduates
High School Students
High Schools
Higher Education
Low income groups
Low Income Students
Minority Group Students
Racial Differences
Secondary schools
Students
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Summary:This study examines relationships between dual enrollment and high school graduation, college enrollment, college choice (2-year or 4-year), and persistence in college among Nebraska’s 2018 high school graduating class. Unlike previous studies that focus on states where dual enrollment is standardized and subsidized by state policy, the Nebraska context offers an opportunity to study potentially heterogeneous effects of dual enrollment where implementation is devolved to the local level. Using propensity score matching, we find that taking at least one dual enrollment course was positively associated with graduating from high school, going to college, choosing a 4-year college over a 2-year college, and re-enrolling in college in the second year. More importantly, the positive association was greater for racial minority students, first-generation students, and low-income students. Our findings suggest that dual enrollment may help close achievement gaps for historically underrepresented students. We provide policy implications on how states can use dual enrollment to improve higher education access and success.
ISSN:0361-0365
1573-188X
DOI:10.1007/s11162-021-09667-3