1. Dual Enrollment Programs for Basic Skills Reading Students By Cynthia J. Spence

2. Literature Review Farrace, R. (2008). Double duty: A conversation with Pamela Drake and Scott Nielson. Principal Leadership, Vol. 8 No. 8, 22-26. Farrell, P. & Seifert, K.A. (2007) Lessons learned from a dual-enrollment partnership. New Directions for Community Colleges, No. 139, 69-77. Karp. M.M., Calcagno, C, Hughes, K.L., Jeong, D.W. & Bailey, T. (2008). Dual enrollment students in Florida and New York City: Postsecondary outcomes. Community College Research Center, Vol. 37 No. 2, 1-6. McCusker, M. (1999). Effective elements of developmental reading and writing programs. Community College Review, Vol. 27 No. 2, 93-106.

3. Why? The purpose of this study is to evaluate dual enrollment programs in the State of California and compare those finding against similar research conducted in New York and Florida. The research questions for this study include the following: 1. What are the short-term effects of participation in a dual enrollment program, for all students and for Basic Skills students as measured by high school graduation and college enrollment rates? 2. What are the effects of participation in a dual enrollment program on all students’ and Basic Skills students’ initial entry into postsecondary education, such as enrollment intensity, first- semester grade point average, and persistence to the second semester? 3. What are the long-term effects of participation in dual enrollment for all students and for Basic Skills students, as measured by their persistence into the second year of postsecondary education, grade point average, and credit accumulation? 4. Do program effects vary by race/ethnicity, gender, socioeconomic status, or number of dual enrollment courses taken?

4. Hypothesis: Students enrolled in dual enrollment programs achieve elevated high school graduation and college enrollment rates, produce higher first-semester grade point averages and will persist to the second semester. Additionally, students enrolled in dual enrollment programs are more likely to continue into the second year of postsecondary education, achieve higher grade point averages and credit accumulation.

5. Participants The proposed study will be conducted by analyzing the existing large-scale California Department of Education administrative datasets for two graduate classes 2005-2006 and 2006- 2007. The study will look at dual enrollment students that do not require Basic Skills courses and those who do. It is important to confirm that basic skills students also benefit from dual enrollment programs. The New York dataset included 2303 records and the Florida dataset included 299,685 records. The California Data-set should be similar to Florida’s.

6. Procedure Data for this study will be collected from the existing large-scale California Department of Education administrative datasets for two graduate classes 2005-2006 and 2006-2007. College of the Desert has also agreed to allow me access to their records.

7. Analysis A two-by-two ANOVA (dual enrollment vs. no dual enrollment, and Basic Skills and all other students) will be applied. Future two-by-three ANOVA including Basic English and Reading