Work

State Dual Enrollment Policies: Addressing Access and Quality

Year: 2005

Type: article

Abstract: 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 (NCES, 2002). 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 (Venezia, Kirst, and Antonio, 2003; Adelman, 1999). This suggests that high schools and colleges should work together to ensure students’ high school experiences are related to college expectations.

Source: US Department of Education

DOI: 10.7916/d832047f

Authors: Karp, Melinda Jane Mechur, Bailey, Thomas R., Hughes, Katherine Lee, Fermin, Baranda J.

Institution: United States Department of Education

Language: English

Topic: Higher Education Research Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

OpenAlex ID: W1508935376