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

Jungmin Lee, Frank Fernandez, Hyun Kyoung Ro, Hongwook Suh

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

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.

Original languageEnglish
Pages (from-to)825-848
Number of pages24
JournalResearch in Higher Education
Volume63
Issue number5
DOIs
StatePublished - Aug 2022

Bibliographical note

Publisher Copyright:
© 2021, The Author(s), under exclusive licence to Springer Nature B.V.

Keywords

  • College access
  • College choice
  • College persistence
  • Dual enrollment
  • High school graduation
  • Subgroup analysis

ASJC Scopus subject areas

  • Education

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