The University Of New York

869 WordsJul 10, 20154 Pages
Allen and Dadgar (2012) utilized data on 22, 962 incoming college freshmen who were part of the City University of New York’s (CUNY) College Now program and had enrolled in a CUNY campus within 15 months after high school graduation. This data was merged with data from the New York City (NYC) Department of Education which included all high school students who had been peers of the students in the College Now dual enrollment program. The NYC Department of Education data included extensive demographic information and test score data as well information on institutional differences between high schools. This rich data set enabled comparison between students who had participated in dual enrollment and comparable peers who had not participated. In order to control for preexisting differences that were not reflected in the data set this study used a quasi-experimental analysis called the difference in differences. The results of this study confirm the work of other recent quantitative analyses which have shown higher GPA’s and reduced time to graduation for dual enrollment students as compared to their peers. The authors suggest that this study confirms the importance of academic momentum by demonstrating that students who are able to gain credits before starting college also earn more credits once they are enrolled in college. This study adds to the evidence that dual enrollment has a positive impact on postsecondary GPA and time to graduation. Academic Impact of Dual
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