This dissertation evaluates early impacts of a state policy to increase participation in dual credit courses in Washington state through subsidizing the cost of college credits for underrepresented rural and low-income students, and through extending eligibility to earn dual credit to students in grade 10. This study evaluates both aspects of the policy, with emphasis on the impacts for underrepresented rural and low-income students, students of color, and English learners. It employs quasi-experimental designs to estimate the impact of the policy on intended outcomes. The study finds mixed early impacts of the policy. While no effects were found for students attending schools near the cutoffs for eligibility for tuition subsidies, promising evidence emerged on the policy’s impact on participation in dual credit among students in grade 10. The findings can provide policymakers with early evidence of the policy’s effects, identify places where implementation may be strengthened, and serve as a blueprint for ongoing monitoring of the policy’s impact and similar evaluations of dual credit policies nationwide.
|Commitee:||McIntyre, Julie, Adams, Barbara, Mazzeo, Christopher, Wong, Kenneth|
|School:||University of Alaska Fairbanks|
|School Location:||United States -- Alaska|
|Source:||DAI-A 81/6(E), Dissertation Abstracts International|
|Subjects:||Education Policy, Educational evaluation, Statistics|
|Keywords:||Dual credit, Dual enrollment, Policy evaluation, Regression discontinuity, Time series, Washington State|
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