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...2008; Long, Conger, & Iatarola, 2012), institutional selectivity (Horns& Kojaku, 2001), lower rates of remediation (Adelman, Daniel, & Berkovits, 2003), and highersfour-year college graduation rates (=-=Adelman, 1999-=-; 2006).sOne way to introduce rigor is to have students take college-level courses while still inshigh school. One prolific approach to do so is through the Advanced Placement Program®.sAP courses all...

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...than students who did not take an AP Exam (Willingham &sMorris, 1986) and have higher grades in general (Hargrove, Godin, & Dodd, 2008). AP Examsscores were positively associated with college grades (=-=Geiser & Santelices, 2004-=-), andsstudents scoring 3 or higher were also found to have higher retention rates and meansFYGPAs (Mattern, Shaw, & Xiong, 2009) and higher college graduation rates (Dougherty,sMellor, & Jian, 2006; ...

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...sting (Eimers & Mullen, 2003; Hughes, Rodriguez, Edwards, & Belfield, 2012; Struhl &sVargas, 2012, Swanson, 2008), to have earned more college credits and higher college gradess(Allen & Dadgar, 2012; =-=Karp, Calcagno, Hughes, Jeong, & Bailey, 2007-=-), and to have hadshigher graduation rates (Speroni, December 2011; Struhl & Vargas, 2012) than did studentssnot taking dual enrollment. However, dual enrollment research lacks uniform results. Forsex...

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...jaku, 2001; Milewski & Sawtell, 2006), college enrollmentsrates (Attewell & Domina, 2008; Long, Conger, & Iatarola, 2012), institutional selectivity (Horns& Kojaku, 2001), lower rates of remediation (=-=Adelman, Daniel, & Berkovits, 2003-=-), and highersfour-year college graduation rates (Adelman, 1999; 2006).sOne way to introduce rigor is to have students take college-level courses while still inshigh school. One prolific approach to d...

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...jewski, Mattern, & Shaw, 2011), earn a first-year grade pointsaverage (FYGPA) of a B or higher than students who did not take an AP Exam (Willingham &sMorris, 1986) and have higher grades in general (=-=Hargrove, Godin, & Dodd, 2008-=-). AP Examsscores were positively associated with college grades (Geiser & Santelices, 2004), andsstudents scoring 3 or higher were also found to have higher retention rates and meansFYGPAs (Mattern, ...

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...tudents for future academic success in college. Forsexample, a rigorous course load (i.e., academic rigor or academic intensity) in high school isspositively correlated with standardized test scores (=-=Attewell & Domina, 2008-=-; Bridgeman,sPollack, & Burton, 2004; Horn & Kojaku, 2001; Milewski & Sawtell, 2006), college enrollmentsrates (Attewell & Domina, 2008; Long, Conger, & Iatarola, 2012), institutional selectivity (Hor...

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...rrelated with standardized test scores (Attewell & Domina, 2008; Bridgeman,sPollack, & Burton, 2004; Horn & Kojaku, 2001; Milewski & Sawtell, 2006), college enrollmentsrates (Attewell & Domina, 2008; =-=Long, Conger, & Iatarola, 2012-=-), institutional selectivity (Horns& Kojaku, 2001), lower rates of remediation (Adelman, Daniel, & Berkovits, 2003), and highersfour-year college graduation rates (Adelman, 1999; 2006).sOne way to int...

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...postsecondarysattainment rates are economic as well as educational as students earning a bachelor’s degreeshave median annual earnings approximately $21,000 higher than that of high school graduatess(=-=Baum, Ma, & Payea, 2013-=-).sThe economic advantages conferred upon postsecondary graduates are expected to increasesfor the foreseeable future. Increasingly, more complex skills and training will be requiredsof workers. Of th...

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...er likelihood ofspersisting (Eimers & Mullen, 2003; Hughes, Rodriguez, Edwards, & Belfield, 2012; Struhl &sVargas, 2012, Swanson, 2008), to have earned more college credits and higher college gradess(=-=Allen & Dadgar, 2012-=-; Karp, Calcagno, Hughes, Jeong, & Bailey, 2007), and to have hadshigher graduation rates (Speroni, December 2011; Struhl & Vargas, 2012) than did studentssnot taking dual enrollment. However, dual en...

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...that AP studentssor both AP and dual enrollment students earned higher FYGPAs than students with only dualsenrollment credits or no credits. Other studies have found that AP students perform as wells(=-=Murphy & Dodd, 2009-=-) or better (Hargrove, Godin, & Dodd, 2008; Kaliski & Godfrey, 2013)sthan dual enrollment students.sThe Current StudysThe goal of this study was to evaluate postsecondary outcomes for students who hav...

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...er likelihood of enrolling in a four-year college (Swanson, 2008), to have a smaller declinesin high-school-to-college grades (University of Arizona, 1999), to have a higher likelihood ofspersisting (=-=Eimers & Mullen, 2003-=-; Hughes, Rodriguez, Edwards, & Belfield, 2012; Struhl &sVargas, 2012, Swanson, 2008), to have earned more college credits and higher college gradess(Allen & Dadgar, 2012; Karp, Calcagno, Hughes, Jeon...

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..., to have earned more college credits and higher college gradess(Allen & Dadgar, 2012; Karp, Calcagno, Hughes, Jeong, & Bailey, 2007), and to have hadshigher graduation rates (Speroni, December 2011; =-=Struhl & Vargas, 2012-=-) than did studentssnot taking dual enrollment. However, dual enrollment research lacks uniform results. Forsexample, some studies found that dual enrollment is related to college enrollment only fors...

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... unprepared to succeedsin college: ACT reported that only 26% of its 2013 test-takers were college ready, and thesCollege Board reported that 43% of SAT® takers were college ready (ACT, 2013; Colleges=-=Board, 2013-=-). The National Assessment of Educational Progress (NAEP) reported that 38%sof the nation’s 12th-grade students were college ready in reading, and 40% were collegesready in mathematics (Fields, 2014)....

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...ing in a four-year college (Swanson, 2008), to have a smaller declinesin high-school-to-college grades (University of Arizona, 1999), to have a higher likelihood ofspersisting (Eimers & Mullen, 2003; =-=Hughes, Rodriguez, Edwards, & Belfield, 2012-=-; Struhl &sVargas, 2012, Swanson, 2008), to have earned more college credits and higher college gradess(Allen & Dadgar, 2012; Karp, Calcagno, Hughes, Jeong, & Bailey, 2007), and to have hadshigher gra...

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...), andsstudents scoring 3 or higher were also found to have higher retention rates and meansFYGPAs (Mattern, Shaw, & Xiong, 2009) and higher college graduation rates (Dougherty,sMellor, & Jian, 2006; =-=Mattern, Marini, & Shaw, 2013-=-) than non-AP Exam takers.sThe body of literature on dual enrollment is less extensive, possibly because it is moresdifficult to obtain dual enrollment course data. Dual enrollment programs are decent...

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...ason, dual enrollment is often referred to as dual credit or concurrentsenrollment. Dual enrollment courses are taught in the high school itself, at the collegescampus, or through distance education (=-=Thomas, Marken, Gray, & Lewis, 2013-=-). Dualsenrollment courses may either be academically focused or may have a career, technical, orsvocational focus. Approximately 70% of the courses taught in the nation’s public schools aresacademica...

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...chool graduates are unprepared to succeedsin college: ACT reported that only 26% of its 2013 test-takers were college ready, and thesCollege Board reported that 43% of SAT® takers were college ready (=-=ACT, 2013-=-; CollegesBoard, 2013). The National Assessment of Educational Progress (NAEP) reported that 38%sof the nation’s 12th-grade students were college ready in reading, and 40% were collegesready in mathem...

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...gesBoard, 2013). The National Assessment of Educational Progress (NAEP) reported that 38%sof the nation’s 12th-grade students were college ready in reading, and 40% were collegesready in mathematics (=-=Fields, 2014-=-). Many unprepared students either do not attend collegesor do need remediation upon entering college. Although estimates of remediation rates vary,sone report estimates remediation rates to be approx...