Open AccessDual Credit Courses and Legislation: Does Public Policy Align with Academic Outcomes?
Author(s) -
Randall Bowden,
EdD Michelle Klimitchek
Publication year - 2021
Publication title -
international journal of business and applied social science
Language(s) - English
Resource type - Journals
ISSN - 2469-6501
DOI - 10.33642/ijbass.v7n1p4
Subject(s) - dual enrollment , dual (grammatical number) , certificate , legislation , mathematics education , medical education , actuarial science , political science , business , psychology , law , medicine , mathematics , art , literature , algorithm
The opportunity to earn college credit while in high school is an attractive option for high school students to start a college career. The process is referred to as dual credit courses. In 2015 Texas law from House Bill 505 allows for high school freshmen and sophomores to take college courses to increase certificate and degree completion, thus meeting the goals of the Texas higher education masterplan. The purpose of the study was to examine how student characteristics among 9th, 10th, 11th, and 12th-grade high school students relate to academic success in a dual credit environment. However, results showed a lack of participation grounded in the foundation of House Bill 505. Results of statistical and policy analyses show the law falls short of its intended outcomes and may have adverse effects.