Dual credit courses continue to gain in popularity. After all, why wouldn’t students want to earn free college credit while still in high school? But do these courses pay dividends several years later? A new study in Educational Researcher examines whether students who took dual credit classes were more likely to get a college degree and whether differences existed based on the selectivity of the institution they attended.
Researchers from the University of Illinois examined data from the Illinois high school class of 2003. Specifically, they analyzed the impact of dual credit participation on postsecondary completion within seven years of graduating from high school. They were ultimately able to match nearly 9,000 dual-credit participants to an equal number of nonparticipants within the same high school and with a similar student profile, so as to control for various school and student-level variables. This analytic technique, known as “nearest neighbor propensity score matching,” means that students are matched at the baseline on variables such as demographics, family income, ACT scores, and high school GPA, among others. In addition, dual enrollment and non-dual-enrollment students are matched only from those who enrolled in postsecondary education. Barron’s college ratings are used to bucket institutions according to selectivity.
In short, analysts found that degree completion results overall were significantly better for students participating in dual credit compared to their matched peers who did not participate. This was true for both attaining any type of degree and for attaining a bachelor’s degree. The positive impact was greatest for students starting at a community college and less competitive colleges. Specifically, dual-credit community college students were significantly more likely to obtain a bachelor’s degree than their non-dual enrollment matched peers (28 percent attainment rate compared to 19 percent attainment rate). While it is true that these are low rates overall, it is nonetheless a notable difference since all of these students must transfer elsewhere for a baccalaureate degree since they are not granted at community colleges in Illinois. Results for somewhat more selective colleges showed differences as well but were viewed as less reliable since they did not pass additional tests for rigor. There were no significant differences for those students starting at very competitive institutions, but again analysts viewed those results with caution.
To summarize, the evidence suggests that the greatest boost to degree attainment relative to dual-credit participation occurs for students who start in community colleges rather than more selective colleges. What’s more, these benefits materialize even for students who take just one dual credit course. In Illinois, 40 percent of post-secondary enrollments occur in community colleges. So dual enrollment courses could make a real difference in terms of helping students get a college degree (not to mention helping offset the cost of college).
Not to throw a wet blanket, but is anyone in the Land of Lincoln also tending to quality control? As in, are dual enrollment courses sufficiently rigorous and taught by qualified instructors? That’s a question worth asking. The answer might help Illinois make its program even more effective.
SOURCE: Bob Blankenberger et al., “Dual Credit, College Type, and Enhanced Degree Attainment,” Educational Researcher (July 2017).
