Abstract
This study explored 12th grade reading scores on the 2015 National Assessment of Educational Progress (NAEP) and how they relate to enrollment in dual credit college courses and the location in which they were taught. To gain a better understanding of dual credit attainment through various instructional delivery methods and the prediction of 12th grade reading scores, data was mined from the 2015 NAEP and presented in this descriptive research study. The findings of this study include for 12th grades students: (1) Students who earned ELA dual college credit delivered at their high school campus did not result in higher NAEP reading scores. (2) Students who earned ELA dual college credit delivered at a postsecondary campus did not result in higher NAEP reading scores. (3) Students who earned ELA dual college credit delivered through distance learning had higher NAEP reading scores when 11-25% of the 12th grade students enrolled. These findings make evident the high school campus or postsecondary campus dual credit courses for 12th grade students did not have an impact or can be used as a predictor on the NAEP reading test. The dual credit distance learning did have a positive impact on the 12th grade NAEP reading scores, specifically if a smaller percentage of students at the school enrolled, identifying that increasing access to dual credit may not always translate to increased college readiness and rigor.
Highlights
Secondary education has evolved over the years, providing students with innovative opportunities that extend beyond the traditional scheduled pathway
The intent of this study is to explore the impact on 12th grade reading scores on the 2015 National Assessment of Educational Progress (NAEP) and how they relate to enrollment in English dual credit college courses and the location in which they were taught.To further explore this relationship, this study focused on the following research questions: 1) Examine the impact on NAEP composite reading scores of students who enrolled in an English/language arts academic course for dual credit taught on a high school campus
Results were reported by the school administrator and provided through a NAEP school questionnaire, identifying the percentage of students in the graduating class that enrolled in an English/language arts (ELA) academic course for dual credit
Summary
Secondary education has evolved over the years, providing students with innovative opportunities that extend beyond the traditional scheduled pathway. Public high schools are provided curriculum standards, along with a course completion overview for graduation requirements that leads to a state-endorsed diploma. One growing option found within that pathway includes the selection of dual enrollment as part of the student’s schedule each term; these courses are offered at the college level and allow high school students the ability to take them simultaneously, earning both high school and college credit (Zuidema and Eams, 2014). With this increased attention to dual enrollment courses has come added financial allocation of school aid. In the State of Michigan over 120 million US dollars in dual enrollment tuition has been paid by the state during the 2015-2016, 2016-2017, and 2017-2018 school years (CEPI Database)
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