Date of Award
2017-01-01
Degree Name
Master of Science
Department
Economics
Advisor(s)
Nathan J. Ashby
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.
Language
en
Provenance
Received from ProQuest
Copyright Date
2017-08
File Size
43 pages
File Format
application/pdf
Rights Holder
Luis Eduardo Rivera
Recommended Citation
Rivera, Luis Eduardo, "Dual Enrollment Participation in the United States: Findings from the High School Longitudinal Study of 2009" (2017). Open Access Theses & Dissertations. 540.
https://scholarworks.utep.edu/open_etd/540
Included in
Economics Commons, Education Commons, Education Policy Commons