Oregon Dual Credit Surveys
Do Dual Credit students continue in post-secondary education?
The 2,980 high school students enrolled in PCC Dual Credit courses in 2008-09 were tracked for subsequent enrollment at a post-secondary institution. A four-year time period was evaluated since the cohort included all grade levels of PCC Dual Credit students and not just those who were high school seniors.
Approximately 60% (1,807 students) enrolled in a college or university.
- Of these students, 933 attended PCC and 874 enrolled elsewhere.
- Those enrolling elsewhere were likely to attend Oregon State University (155 students), Portland State University (140 students) or University of Oregon (136 students).
- Of the 1,256 students who completed University Transfer division transfer dual credit courses and enrolled in college.
- 384 attended PCC and
- 872 attended an institution other than PCC.
- Of the 741 former Career & Technical Education students who enrolled in college
- More than 80% (605 students) chose PCC and
- 136 enrolled in an institution other than PCC.
PCC Dual Credit students were identified as being enrolled in CRNs with P or A session codes.
A total of 2,980 records were to the National Clearinghouse. Records were not returned for students enrolled at institutions that do not participate in the Clearinghouse or for students who have privacy blocks.
Students who completed both Career & Technical Education and University Transfer courses and enrolled in college are included with each course type (double counted). Thus the combined found enrolled in higher education (1,256+741) is more than the unduplicated count (1,807) of students in higher education.
PCC Office of Instructional Effectiveness, August 2013; lm:PAVTECStudentFollow-up_2013.doc
Do High School students who take Dual Credit courses succeed when they go on to college?
An array of evidence from the OUS Office Institutional Research, working with the Office of Community College and Workforce Development says that dual credit students do succeed:
- Dual credits students have a higher college participation rate than high school graduates overall. Of Oregon’s dual credit seniors in 2007-08, 81.4% continued to some form of post-secondary education by the following winter, compared to 72.6% of Oregon’s high school graduating class of 2005, the last year statewide participation rates were available.
- Dual credit students who go on to college continue to the second year at a higher rate than freshmen who enter college without having earned dual credit. Within the cohort of freshmen who entered OUS in fall 2008, 87.0% of those who took dual credit in 2007-08 continued to the second year of college, compared to 79.9% of those who did not. The correlation between dual credit enrollment and freshman persistence exists even after controlling for academic strength and other predictive influences on student advancement.
- Among freshmen who continue to the second year of college, dual credit participants earn a higher first year GPA. For the population of freshmen entering OUS in 2008- 09 and returning the following year, those who took high school dual credit in 2007- 08 completed the first year of college with an average GPA of 3.13, compared to 2.97 for those who did not take dual credit.
- Students who continue to the second year of college accumulate more college credit if they take dual credit in high school. In 2008-09, among freshmen new to OUS who returned the following year, dual credit and non-dual credit students alike completed an average of 44 credits. But dual credit students amassed far more cumulative credit. By the start of the second fall, they had accumulated 61.3 college credits, more by almost a full term’s worth than the 49.8 credits accumulated by their classmates who took no dual credit in high school.
Does Dual Credit instruction do as well as college-situated instruction in preparing students for subsequent coursework?
The short answer to the question is yes.
The 2010 Follow-up Study of Dual Credit in Oregon identities a number of core University Transfer sequences—in writing, math, and Spanish—where success in the final course of the sequence can be presumed to depend on knowledge gained in the prerequisite. When dual credit students who take the prerequisite in high school and the final course in college are compared to their college classmates who take the entire sequence in college, it turns out they pass the final course in proportions that are substantially equivalent to those of their college prepared classmates. It follows that dual credit high school instruction must have done as good a job as college-situated instruction in readying students for the final course of the sequence.