State Dual Enrollment Policies: Addressing Access and Quality. CCRC Brief Number 26Reportar como inadecuado




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Community College Research Center

Policymakers and educators continue to seek options for helping high school students transition successfully into postsecondary education. This interest stems, in part, from evidence that American students are unprepared for college--nearly half of all postsecondary students need at least one remedial course upon entering college. A body of research demonstrates that postsecondary success is predicated on a clear understanding of the expectations in college as well as rigorous academic course work in high school. This suggests that high schools and colleges should work together to ensure students' high school experiences are related to college expectations. Dual enrollment programs can do just that: blur the distinction between high school and college by allowing high school students to enroll in college courses and earn college credit. In dual credit programs, the college course yields high school credit as well. This Brief, based on a longer report of the same title, examines how ? and whether ? access to dual enrollment programs is influenced by state policies.

Descriptors: High Schools, Remedial Instruction, College Credits, Dual Enrollment, High School Students, Educational Finance

Community College Research Center, Teachers College, Columbia University, 525 West 120th Street, Box 174, New York, NY, 10027. Web site: http://www.tc.edu/ccrc; e-mail: ccrc[at]columbia.edu.





Autor: Karp, Melinda Mechur; Bailey, Thomas R.; Hughes, Katherine L.; Fermin, Baranda J.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5555&id=ED485344







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