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Abstract:
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This multi -faceted study of dual credit programs in Texas was motivated by
perceived discrepancies in dual credit data reporting and a lack of comprehensive , statelevel
information about dual credit student populations and coursework patterns . Using a
P -16 framework , the author explored alignment issues that influence the delivery of dual
credit programs and the tracking of dual credit participants in Texas . A review of dual
credit partnership agreements between high schools and colleges , an analysis of dual
credit course crosswalks , interviews with secondary and postsecondary dual credit
coordinators , and a cross -agency analysis of state -level dual credit data provided insight
into data and program alignment concerns .
These research efforts informed the construction of a database of 2004 -2007
Texas public high school graduates who took dual credit courses while in high school .
Demographic differences and college outcomes were analyzed for the full cohort and
cohort subpopulations . Two ANOVAs were used to explore differences in the number of
dual credit courses students took and freshman college GPA by several demographic and
outcome variables . Study results showed regional differences in dual credit coursetaking
patterns and differences in student populations who took academic dual credit courses , non -academic dual credit courses , and both types of courses . Longitudinal data revealed
differences in dual credit coursetaking populations over time , including growth in the
number of economically disadvantaged and underrepresented minority students who took
advantage of dual credit opportunities .
Study findings emphasized the value of improving dual credit data reporting and
course alignment practices . Important state -level goals were identified as ensuring : that
students have access to rigorous , quality programs ; that educators and policy -makers
have access to accurate data ; and that dual credit partnerships maintain the flexibility to
innovate and respond to student needs while preserving program quality and equity . |