On the Fast Track: Understanding the Opportunities and Challenges of Dual Credit: ASHE Higher Education Report, Volume 42, Number 3
J–B ASHE Higher Education Report Series (AEHE) Series

The dual–credit curricular initiative offers high school students the opportunity to earn college and high school credits simultaneously without taking a standardized test to acquire the credit. The courses are purported to introduce students to a more rigorous curriculum in high school and save them time and money in their pursuit of college degrees. Dual credit programs have grown rapidly, and this monograph provides a synthesis of:

the scholarly literature on dual credit offered at high school and a variety of postsecondary settings;

underrepresented students experiences with the course(s), and

suggestions for future research and drivers that will influence its development.

Originally, these initiatives focused on high–achieving students, but additional models have emerged that expand the benefits to lower– and middle–achieving students as well.

This is the third issue of the 42nd volume of the Jossey–Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

Executive Summary 7

Foreword 12

Introduction to Dual Credit 14

Purpose of the Book 16

Precollege Curricular Options 17

Distinguishing Dual Credit 21

Structure of the Book 29

Postsecondary Institutions as a Gateway to Dual Credit 31

Location for Dual Credit Instruction 33

Course Offerings 35

Student Participation 36

Instructor Eligibility 39

Funding Dual Credit Programs 40

Course Costs 41

Benefits and Challenges 42

Conclusion 45

Dual Credit in High School Settings 46

Traditional High Schools 46

Middle College High Schools 51

Early College High Schools 56

Conclusion 61

The Students Experiences in Dual Credit 62

High–, Middle–, and Lower Achieving Students 63

Traditionally Underrepresented Student Populations 69

Gender Differences 77

Dual Credits After Matriculation 79

Conclusion 80

Summary and Implications for the Future 81

Recommendations for Research 82

Future Considerations for Dual Credit 86

Conclusion 89

Notes 90

References 92

Name Index 107

Subject Index 112

About the Author 115

Volume Editors:
Dr. Barbara F. Tobolowsky is an associate professor in the Educational Leadership and Policy Studies department at the University of Texas at Arlington.

Dr. Taryn Ozuna Allen is an assistant professor in the Educational Leadership and Policy Studies department at the University of Texas at Arlington.

Series Editors:
Kelly Ward and Lisa E. Wolf-Wendel