Dual enrollment lessons and the development of the New Community College at CUNY

2012 ◽  
Vol 2012 (158) ◽  
pp. 91-100 ◽  
Author(s):  
Tracy Meade
Keyword(s):  
Community College ◽  
Dual Enrollment ◽  
New Community

The Answer Is Yes

2016 ◽  
Vol 45 (2) ◽  
pp. 79-98 ◽  
Author(s):  
John M. Grubb ◽  
Pamela H. Scott ◽  
Donald W. Good
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Dual Enrollment ◽  
Future Research ◽  
Full Time ◽  
Student Aid ◽  
Fall Semester ◽  
Northeast Tennessee ◽  
The Impact

Objective: The study assesses the impact of dual enrollment participation on remediation and completion for traditional first time, full-time freshmen at a community college in Northeast Tennessee. Method: This study began with the full population of 1,232 students who enrolled between 2008 and 2012 at a community college in northeast Tennessee the fall semester after finishing high school. The population was required to have American College Testing (ACT) scores, completely fill out the Free Application for Federal Student Aid (FAFSA), enroll full-time as a degree-seeking student, and complete the first fall semester. Propensity score matching was utilized to eliminate self-selection bias and enable parametric comparisons using optimal matching of dual enrollment participants and non-participants while controlling for a range of covariates. Results: The analyses showed that community college students who participated in dual enrollment were (a) 9% or nearly 3.4 times less likely to take remediation, (b) 26% or nearly 2.5 times more likely to graduate in 2 years, and (c) 28% or nearly 1.5 times more likely to graduate in 3 years. Contributions: This study contributes to the literature showing that dual enrollment reduces remediation rates and assists in timely completions for community college students. Policy recommendations are to increase equitable participation, normalize dual enrollment for students academically able to do college coursework, align state terminology with the nation, and improve data for future research.

scholarly journals Transforming The Institution from the Inside: Creating the Brave New Community College of the Future

2015 ◽  
Vol 5 (1) ◽  
pp. 25-36
Author(s):  
Jim Riggs
Keyword(s):  
Higher Education ◽  
Community College ◽  
Economic Development ◽  
Community Colleges ◽  
Student Learning ◽  
Wide Spread ◽  
Learning And Development ◽  
College Leaders ◽  
Improving Student Learning ◽  
New Community

With rising and wide spread expectations that commu-nity colleges will become stronger forces throughout the nation, the stage is now set for these institutions to become even bigger players in the landscape of higher education, economic development and social justice by helping to create a more inclusive, well-educated and engaged citizenry. This article looks inward at what com-munity college leaders, faculty and student services pro-fessionals need to do to transform their institutions into colleges that are truly ready to meet these rapidly grow-ing expectations and to be able to take full advantage of these new opportunities. Four key areas at the institution-al level are discussed that must be addressed in order for community colleges to make substantial and necessary improvements in student learning and development. These include: (1) expanding the definition and under-standing of what leads to student learning and success; (2) realigning and tightly coupling every function and activity at the college to better support student learning and success; (3) confronting the myth that community colleges are innovative and flexible institutions; and (4) instituting a new kind of leadership that is focused firmly on improving student learning and success. There are enormous opportunities waiting for community colleges that will require dramatic transformation and change throughout the organization.

scholarly journals Grade Point Average Differences between Dual and Nondual Credit College Students

2013 ◽  
Vol 2013 ◽  
pp. 1-6 ◽  
Author(s):  
Robert D. Young ◽  
Sheila A. Joyner ◽  
John R. Slate
Keyword(s):  
Community College ◽  
Grade Point Average ◽  
Dual Enrollment ◽  
Dual Credit ◽  
Grade Point Averages ◽  
Effect Sizes ◽  
Asian Students ◽  
Future Research ◽  
Grade Point ◽  
Second Year

We examined the first and final term grade point averages (GPA) for a class of students at a Texas community college to determine how dual enrollment credit influenced GPA. Five statistically significant differences, albeit small effect sizes, were present by gender and by ethnic membership. Dual credit students had higher GPAs than did nondual credit students. Interestingly, dual enrollment did not have a statistically significant influence on GPAs for Asian students or for students after two years at this community college. As such, this study is the first research investigation of which we are aware in which student GPA in the first college semester and at the end of the second year was compared between dual credit and nondual credit students. Implications of our findings and suggestions for future research are provided.

scholarly journals Happy Together? The Peer Effects of Dual Enrollment Students on Community College Student Outcomes

2021 ◽  
pp. 000283122110084
Author(s):  
Vivian Liu ◽  
Di Xu
Keyword(s):  
High School ◽  
Community College ◽  
Dual Enrollment ◽  
Fixed Effects ◽  
Community College Student ◽  
Pass Rates ◽  
Fixed Effects Model ◽  
Entry Level ◽  
College System ◽  
College Student Outcomes

Nationally, 15% of first-time community college students were high school dual enrollment (DE) students, which raises concerns about how high school peers might influence college enrollees. Using administrative data from a large state community college system, we examine whether being exposed to a higher percentage of DE peers in entry-level (gateway) math and English courses influences non-DE enrollees’ performance. Using a two-way fixed effects model, our results indicate that college enrollees exposed to a higher proportion of DE peers had lower pass rates and grades in gateway courses, and higher course repetition rates. Supplemental student-level analysis suggests that greater exposure to DE peers during a student's initial semester in college reduces next-term college persistence.

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