2. WHERE ARE WE? THE STATE OF DUAL CREDIT/ENROLLMENT IN MISSOURI
Jude Kyoore
Research Associate
Missouri Department of Higher Education

3. National context Dual Credit
Requires partnership between a school or district and IHE
Courses offered can be academic or career/technical
Students Earn credit by passing
Students may or may not simultaneously earn high school credit
Increasingly been promoted to all students
Categories of dual credit courses
Singleton
Comprehensive
Extensive Comprehensive
Accelerated learning Opportunities that dates back to the

4. Statewide Policy
New Youk and News Hamsphire

5. Postsecondary and/or Secondary Credit Earned

6. Dual credit Policy Eligibility Financing Transferability
Ensuring quality

7. State Of Missouri
“Dual credit refers to college level courses taught by high school instructors to high school students, who are earning both high school and college credit for these courses simultaneously”. CBHE
“Dual enrollment refers to students concurrently enrolled at a high school and a postsecondary institution. Dual enrollment students may or may not earn high school credit for courses taken at the postsecondary institution”. CBHE

8. Count of Students Enrolled in Dual credit

10. Dual Credit: Enrolled in Missouri Public HEI

11. Research Objective
To examine the effect of dual credit on college success using two different students outcome
First semester GPA
Retention ( Fall to Fall)

12. Data Participants, Missouri First time Residents who:
Participated in dual credit program while in high school
Successfully completed the college course while in high school (at least D)
Excluded those who withdrew
Enrolled in Missouri Public colleges within two years of high school graduation
Non-Participants, Missouri First time Residents who
Have never enrolled dual credit or dual enrollment program
Enrolled in Missouri Public higher education institutions

13. Student Outcomes First Semester GPA(avg) 3.21 2.61
Participants
Non-Participants
First Semester GPA(avg)
3.21
2.61
Median Cumulative credits end of 1st sem 22 14
Cumulative GPA at the end of 2nd sem
3.31
2.71
Retention
97.1%
86.5%
Number
24,035
80,122

14. Demographic Characteristics
Participants
Non-Participants
Female
56.33%
53.00%
White/Caucasians
86.61%
70.36%
Black/African Americans
3.24%
13.92%
Hispanics
2.79%
16.85%
Asian/Pacific Islander
2.27%
8.28%
Average Age
17.29
19.04
Total
24,035
80,122

15. Family Characteristics
Participants
Non-Participants
Median Income
$83,058
$45,358
Pell Eligible
35.71%
60.17%
Neither Parent Completed college or beyond
23.54%
36.68%
One Parent Completed college
33.91%
35.94
Both Parents completed College and Beyond
42.55%
27.38%
Average Age
17.29
19.04
Total
24,035
80,122

16. Other characteristics
Participants
Non Participants
Urban dwellers
57.51%
63.06%
Private High School
9.95%
5.83%
Average ACT score
24.67
21.4
Bright Flight
11.04%
2.35%
Access Missouri
32.74%
31.55%
A plus
13.44%
14.61%

17. This Project:
An attempt to account for the differences in demographic characteristics and preexisting academic differences
Address the concern that there may be unobserved preexisting differences between program participants and nonparticipants.
Use a very large sample of students and may therefore be able to estimate program effects more precisely

18. Model 𝑌 𝑖 = 𝛼+ 𝛽 𝐷𝑢𝑎𝑙_𝑐𝑟𝑒𝑑𝑖𝑡 𝑖 +𝛿 𝑆 𝑖 + 𝛿 𝑖 + 𝜀 𝑗 Where:
𝑌 𝑖 = 𝛼+ 𝛽 𝐷𝑢𝑎𝑙_𝑐𝑟𝑒𝑑𝑖𝑡 𝑖 +𝛿 𝑆 𝑖 + 𝛿 𝑖 + 𝜀 𝑗
Where:
𝑌 𝑖 is the dependent variable ( First semester GPA, Fall to fall completion status)
𝛽 is the indicator for dual credit status
𝛿 is the control variables ( Female, White, Black, Hispanics, received Bright, total income)
School fixed effect
𝜀 𝑗 is the error term

19. Results: First Semester GPA
Model 1
Model2
Model3
Participants
0.0068***
***
0.0277***
Female
***
0.2529***
White
***
0.1765
Pell Eligible
***
***
Private HS
***
0.1299**
Urban
***
0.0521
Bright Flight
***
0.1199**
ACT Composite score
***
0.0606***
School fixed effects No
Yes
Number
100048
55655
55613
R-Squared
0.222
0.1812

20. Results: Retention(Fall to Fall)
Model 1
Model2
Model3
Participant
0.1056***
***
1st Semester GPA
***
2nd Semester GPA
***
Female
Age
***
***
Pell Eligible
***
***
Bright Flight
0.0073***
***
ACT comp Score
***
Zip code fixed effects No
Yes
Number
104,157
41057
53001
R-Squared
0.0202
0.2334

21. Big takeaways Positive effect of dual credit on GPA
Positive effect of dual credit on Retention
Most likely that there will be a positive relationship between dual credit and completion

22. NEXT STEPS…..
Continue to collect data on dual credit and dual enrollment from institutions
Collaborate with other state agencies to evaluate other student outcomes
Use other statistical techniques(eg Propensity Matching Score) to validate the results

23. Thank You
Questions??????