Transcript Document

Dual Credit and Advanced Placement:
Do They Help Prepare Students for
Success in College?
Mardy Eimers, Director of Institutional Research & Planning
Robert Mullen, Assistant Director of Institutional Research & Planning
43rd Annual Association for Institutional Research Forum
Tampa, Florida
Tuesday, May 20, 2003 1:00 PM
Scope and Magnitude Survey
Participating Institutions
Number of Institutions
40
30
20
10
0
1999
2002
Scope and Magnitude Survey
Areas of Instruction
50%
40%
30%
20%
10%
0%
Science
Math
Social
Science
Humanities
Scope and Magnitude Survey
Duplicated Headcount
50,000
Headcount
40,000
30,000
20,000
10,000
0
1996
1999
2002
Scope and Magnitude Survey
Credit Hours Generated
Number of Credit Hours
160,000
140,000
120,000
100,000
1999
2002
Research Questions
1. Is there a difference in first-year college grade point
average (GPA) between students who had no prior
advanced placement (AP) or dual credit in contrast to
students who did receive credit in AP or dual-credit
courses?
2. Is there a difference in first-year college retention
between students who entered college with no college
credit in contrast to students who entered college with
dual credit or AP credits?
3. Does the source of dual credit courses have any
relationship with the first-year college grade point
average or first-year retention?
University of Missouri System
•
•
•
•
Large residential campus
Engineering residential campus
Two urban campuses
Characteristics:
– 43,000 undergraduates
– 2,700 professional students
– 10,800 graduate students
Research Design
• Study Population: 7,913 first-time, full-time degreeseeking students, Fall 1999 & Fall 2000
• Missouri residents
• Recent high school graduates
• Measures of academic ability: ACT, high school percent
rank, CBHE high school core
• Success:
– 1st year GPA
– Return the following fall
• Dual credit removed from 1st year GPA
• Dual credit versus dual enrollment
Research Question 1:
Is there a difference in the first-year GPA among students who
enter college with different types of college credit?
Table 1: Characteristics of First-time College Students,
Fall 1999 and Fall 2000
Type of Credit
AP Only
Dual High School Only
Both AP and Dual
No College Credit
N
505
3,135
300
3,973
Average:
HS Rank 1st Year 1st Year
ACT
(%)
GPA*
SCH
29.1
25.8
29.3
24.7
84
82
89
73
3.28
2.92
3.32
2.70
43
42
52
30
* Grades in the dual credit courses were not included in the first-year GPA calculation.
Sources: UIDS, institutional data, and CBHE EMSAS files.
March, 2003
Results of Regression Analysis
T able 2: Results of Linear Regression
Model R2 =
Variable
Intercept
ACT
High School Rank (%)
AP Only Credit
Both AP and Dual Credit
0.2869
Parameter
Estimate
p>|t|
0.53210
0.03785
0.01707
0.21398
0.16833
Notes: Fall 1999 and fall 2002 Cohort with valid second
semester GPA's
Variables with p > .0001: Dual_Credit_Only and HS_Core
Source: UIDS, student records, and CBHE EMSAS files.
March, 2003
<.0001
<.0001
<.0001
<.0001
<.0001
Predicting First-Year GPA
Table 3: Examples Predicting Second Semester GPA
Student Characteristics held constant: ACT = 26 HS Rank = 85
Examples:
Parameter Estimates
Example 1 (no credit)
Example 2 (Dual Only)
Example 3 (AP Only)
Example 4 (Both AP & Dual)
Intercept ACT Score
0.5321
0.5321
0.5321
0.5321
0.5321
0.037848
26
26
26
26
Source: UIDS, student data files, and CBHE EMSAS files.
March, 2003
HS Rank
AP Only
AP and Dual
Predicted
1st-year GPA
0.01707
85
85
85
85
0.21398
0
0
1
0
0.16833
0
0
0
1
2.97
2.97
3.18
3.14
Research Question 1:
Summary of Results
When holding Academic Ability Constant:
– Students with AP Credit Only and students with AP
and Dual Credit tend to get higher 1st year GPA
than other students
– Dual Credit Only students do not appear to get
significantly higher 1st year GPA’s than students
entering with No College Credit
Research Question 2:
Does completion of AP, Dual, both AP and Dual, have an effect
on whether or not the student comes back the following fall term?
Table 4: First-year Returns Rates by Type of Credit,
Fall 1999 and Fall 2000
Type of Credit
AP Only
Dual High School Only
Both AP and Dual
No College Credit
N
Number
Returning
Percent
505
3,135
300
3,973
441
2,796
269
3,023
87%
89%
90%
76%
Sources: UIDS, institutional data, and CBHE EMSAS files.
March, 2003
Logistic Regression Results
Predicting a Student’s Return the following
Fall Term
Significant Positive Variables:
•
•
•
•
•
ACT
HS Rank
Dual Credit Only
AP Credit Only
Both Dual & AP
Research Question 2:
Summary of Results
When holding Academic Ability Constant:
• Students entering college with Dual Credit
Only, AP Only, or Dual and AP had an
increased likelihood of returning the following
fall in contrast to students who entered college
with No College Credit
Research Question 3:
Does the source of the dual credit have any impact on academic
performance or retention?
Table 5: Characteristics of Students Earning Dual Credit by Type of Institution,
Fall 1999 and Fall 2000
Type of Institution
Two-Year
Four-Year
System Campuses:
Campus A
Campus B
N
Average:
HS Rank 1st Year 1st Year
ACT
(%)
GPA *
SCH
323
1,361
26.2
26.0
85
82
2.79
2.91
42
40
474
490
25.7
25.0
84
75
2.94
2.90
41
40
* Grades in the dual credit courses were not included in the first-year GPA calculation.
Source: UIDS, student data system, and CBHE EMSAS files.
March, 2003
Results of Regression Analysis
Table 6: Results of Linear Regression
Model R2 =
Variable
Intercept
ACT
High School Rank (%)
Two-year Dual Credit
Campus B Dual
0.2481
Parameter
Estimate
0.21762
0.04736
0.01779
-0.17690
0.15759
p>|t|
0.0308
<.0001
<.0001
<.0001
<.0001
Notes: Fall 1999 and Fall 2000 Cohort with valid second
semester GPA's.
Not significant: Completion of High School Core, Campus A.
Source: UIDS, student records, and CBHE EMSAS files.
March, 2003
Predicting First-Year GPA
by Source of Dual Credit Hours
Table 7: Examples Predicting Second Semester GPA - Dual Credit Students Only
Student Characteristics held constant:
Examples:
Parameter Estimate
Example 1: Two-Year Credit
Example 2: Four-Year Credit
Example 3 - Campus A
Example 4 - Campus B
ACT = 26 and HS Rank = 85
Inter. ACT Score
0.2176
0.2176
0.2176
0.2176
0.2176
HS Rank
Two-Year
Campus B
Predicted
1st-Yr GPA
0.01779
85
85
85
85
-0.17690
1
0.15759
0
0
0
1
2.78
2.96
2.96
3.12
0.04736
26
26
26
26
Source: UIDS, student data files, and CBHE EMSAS files.
March, 2003
Predicting Retention based on
Source of Dual Credit
• The overall logistic regression model was
statistically significant: ACT and HS Rank
• All sources of dual credit were positively
related with returning for the second year
Research Question 3:
Summary of Results
Controlling for Academic Ability:
• Students who entered the University of Missouri with
dual credit from two-year institutions tended to have
lower 1st year GPA’s than students getting their dual
credit at other types of institutions.
• All sources of dual credit were positively related with
returning for the second year
Limitations
– University of Missouri
– Number of entering credit hours or grades
in those courses
– Time-lag: Fall term GPA
– Time-lag: 1st year retention
– Strength of model
Summary of Findings
• Dual Credit is an increasing source of pre-college work
in Missouri.
• Findings tend to indicate that dual credit, earned in the
high school, does not help or hinder student success
as measured by the 1st year GPA.
• Dual credit, AP, or a combination of the two appears to
positively affect a student’s return the following fall.
• Source of dual credit plays some role in explaining 1st
year GPA.
Implications & Further Research
• Legislators and the Missouri CBHE continue to be
concerned about dual credit offerings
• University of Missouri has decided not to include the
grades received in dual credit courses in the student’s
official University GPA
• The positive relationship between AP and/or dual
credit and 2nd year retention is noteworthy
• Further research: How are students who enter college
with college credit using their advanced standing to
enhance their college experience?
Additional Information
Office of Institutional Research & Planning
721 Lewis Hall
University of Missouri System
Columbia, Missouri 65211
(573) 882-2778
(573) 884-5545 (fax)
URL: http://www.system.missouri.edu/planning/
under “Research Reports”
Mardy T. Eimers:
Robert Mullen:
[email protected]
[email protected]