Dual enrollment participation in the United States: Findings from the High School Longitudinal Study of 2009

Luis Eduardo Rivera, University of Texas at El Paso

Abstract

Today, dual enrollment programs are ubiquitous in the United States’ secondary educational system. As a form of accelerated coursework, policy makers and school districts push dual enrollment as a means to improve college readiness and attainment. This paper studies the composition and characteristics of dual enrollment participants in the United States. Employing the High School Longitudinal Study of 2009 restricted dataset, three discrete logistic models are created to estimate the probability of a high school student participating in any dual enrollment coursework across the United States. The results from these models suggest that gender, prior academic achievement, and family socioeconomic status are the strongest predictors of dual enrollment program participation. A discussion of the research and policy implications of these findings follows. ^

Subject Area

Education policy|Economics

Recommended Citation

Rivera, Luis Eduardo, "Dual enrollment participation in the United States: Findings from the High School Longitudinal Study of 2009" (2017). ETD Collection for University of Texas, El Paso. AAI10619743.
https://digitalcommons.utep.edu/dissertations/AAI10619743

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