A Comparison of Learning Outcomes for Dual-Enrollment Mathematics Students Taught by High School Teachers versus College Faculty

By Hebert, Laura | Community College Review, Winter 2001 | Go to article overview
Save to active project

A Comparison of Learning Outcomes for Dual-Enrollment Mathematics Students Taught by High School Teachers versus College Faculty


Hebert, Laura, Community College Review


Dual enrollment allows students to earn college credit while concurrently enrolled in high school. Transferability of the credit is key concern, as some institutions discriminate between credits earned in courses taught by college faculty and those taught by high school teachers. This study tracked students who enrolled in dual-enrollment mathematics courses during a five-year period at a large, multicampus community college in Florida and found that students who had high school teachers for dual-enrollment mathematics courses earned significantly (p<.01) better grades in subsequent coursework at the state universities than those taught by college faculty. Discussion of findings is included.

**********

Dual enrollment, an accelerated mechanism that allows high school students to enroll in college courses while concurrently enrolled in high school (Title XVI, Florida Statutes, 1999), is available in 47 states, 21 of which have comprehensive programs where the state subsidizes the tuition for the courses and students receive credit toward both college and high school graduation (Education Commission of the States, 2001). Considerably flexible by design, dual enrollment courses can be taught on high school or college campuses, by high school teachers or college faculty members, and may take place before, during, or after normal high school hours. Depending on local agreements, program logistics or statutes, such programs may also be called dual credit or concurrent enrollment; however, the basic premise of providing postsecondary enrollment options to high school students remains the same. Unlike those students enrolled in Advanced Placement (AP) courses, dual enrollment students do not need to take a test administered by an external source to qualify for the college credit. In AP courses "a tremendous premium is placed on one day's performance" (Harkins, 1998, p. 60). The awarding of credit through dual enrollment is based upon the entire course, "giving teachers many opportunities to evaluate learning" (p. 62).

Studies show that dual enrollment partnerships are beneficial to students, parents, high schools, and postsecondary institutions alike (Greenburg, 1989). Motivated students earn college credit in high school, parents realize substantial financial savings, high schools are able to offer courses that might otherwise not be available to students, and colleges gain access to some of the high schools' brightest students.

While the concept is simple, it is not without problems. The premise of dual enrollment programs has been that motivated high school students could build a transcript of college coursework "that would move students through the baccalaureate degree process quicker" (Windham, 1997, p. 9). However, from the start there has been "increasing concern about the willingness of colleges to accept the credit earned ..." (Wilbur & LaFay Jr., 1978, p. 23). "If students have to repeat the courses they took as dual enrollment students once they enroll at a university, then the acceleration aspect of dual enrollment is lost" (Windham, 1997, p. 10). If credits cannot be easily transferred, the intent of the program cannot be realized.

Generally, acceptance of credits earned through dual enrollment can only be guaranteed at the institution (or in the case of Florida, the state system) that offers the program. In fact, a primary limitation of dual enrollment continues to be transferability of credit. Greenburg (1989) found "There is no guarantee that credits will be accepted at other institutions" (p. 25). "The college credits earned by students ... are transferable only to the extent that other colleges are willing to accept them" (p. 29) and "... the transferability of the college credits earned by the high school students depends on the articulation the community college has been able to arrange with four-year institutions" (p. 36). Policymakers across the country are raising concerns, as some students are finding "concurrent enrollment credits earned while they were in high school will not transfer" (Boswell, 2001, p.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
Loading One moment ...
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited article

A Comparison of Learning Outcomes for Dual-Enrollment Mathematics Students Taught by High School Teachers versus College Faculty
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience.
Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.

Are you sure you want to delete this highlight?