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Harrisburg University of Science and Technology

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Harrisburg University of Science and Technology

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Director of Secondary School Services, Programs and Partnerships

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College in the High School - Harrisburg University

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What is College in the High School (CiHS) CiHS is based on a formal agreement between the university and the...

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Example of Harrisburg University of Science and Technology College in the High School Program

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Example of Harrisburg University of Science and Technology College in the High School Program

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Lower Dauphin School District Dual Enrollment Brochure

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Benefits of Dual Enrollment

Dual enrollment programs were found to have positive effects on students in the following domains.

Degree attainment (college) - dual-enrolled students are more likely to complete a college degree

College access and enrollment - dual-enrolled students are more likely to enroll in a postsecondary institution

Credit accumulation - dual-enrolled students are more likely to return to college for their second year

Completing high school - dual-enrolled students are more likely to graduate from high school on time

Academic achievement (high school) - dual-enrolled students are more likely to pass end of courses exams

All of the above factors lead educators to conclude that dual-enrolled students are more likely to be successful college students.

Note - U. S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2017, February). Transition to College intervention report: Dual Enrollment Programs. Retrieved from http://whatworks.ed.gov

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Dual enrollment programs were found to have positive effects on students in the following domains.

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-  To what extent does dual enrollment, regardless of the delivery method, impact high school student outcomes as it relates to high school graduation, college enrollment, college academic achievement and college graduation?

-  To what extent do College in the High School Programs impact high school student outcomes when compared to traditional dual enrollment?

-  Can vetted high school teachers deliver college courses or college aligned courses with the rigor to ensure that a College in the High School Program positively impacts student outcomes as it relates to high school graduation, college enrollment, college academic achievement and college graduation?

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Next Steps/Future Direction of the Research

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Next Steps/Future Direction of the Research

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As discussed in the Gaps in the Literature there is research conducted on the safety concerns for college students on campuses for physical sexual, and other risks. However, there is no specific research to identify the safety concerns for high schools students taking dual enrollment courses on college campuses. There is some research conducted about the risks for high schools and colleges as it relates to legal liability and past tort law court cases as a result of high school student injury on campuses.

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My dissertation research topic or area of interest is evaluating dual enrollment because I want to find out the impact dual enrollment programs on a college campus and within the high school have on student outcomes as it relates to high school graduation, college enrollment, academic achievement, and college graduation.  The intent of the research is to find evidence showing that dual enrollment delivered on a college campus and within a high school have positive student outcomes as it relates to high school graduation, college enrollment, academic achievement, and college graduation.  Additional evidence will be investigated to discuss other advantages of dual enrollment delivered within the high school as it relates to addressing the socio-demographic and socio-economic gaps that create an underrepresentation of minority, low-SES and students with parents who are not educated.  Additionally, dual enrollment delivered within the high school has displayed the ability to address the socio-demographic and socio-economic gaps for marginalized populations, while also minimizing the risk of injury for participating students and the legal liability for high schools and colleges.  Furthering this research, collecting evidence, and providing a strong argument will not only impact the perceptions of higher education faculty but could also impact state policies impacting dual enrollment programs, as well college views on transfer credits for dual enrollment credits acquired by students within the high school.

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Based on preliminary research there are some visible gaps in the argument from higher education faculty and administrators as it relates to their perception.  The current argument is that College in the High School Programs are not at the same academic rigor and do not prepare the students for college.  From initial review, most of the documentation is non-research based articles that does not indicate any specific data for the argument against this delivery method for dual enrollment. However, some preliminary research has evaluated the outcomes in comparing the delivery method of dual enrollment. There is an additional gap in the research as it relates to student safety on college campuses, specifically dual enrollment students, as this topic is not typically discussed in reference to high school students attending a college campus.

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From preliminary research I can see the potential that dual enrollment on a college campus and within a high school both have positive outcomes as it relates to student outcomes.  If this is the case, the argument to higher education faculty and administrators debating against the College in the High School Programs will need to shift from comparing the two different delivery methods to displaying the advantages of both programs for enhancing student outcomes and addressing the other problems in higher education such as college readiness and student loan debt.

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College in the High School, Dual Enrollment, Early College and many other Programs have been designed to provide students with the opportunity to earn college credits before graduating high school in attempts to provide them with enriched learning opportunities, reduce the cost of higher education and many other reasons. The purpose of this research is to display the positive student outcomes these Programs provide to high school students and the need for further proliferation of this theory to further close the gap between secondary and higher education that has developed over the years.

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The significance of this research will allow me to discover evidence and provide a strong argument showing the positive student outcomes that College in the High School Programs provide to students as it relates to high school graduation, college enrollment, academic performance and degree attainment.  From preliminary research, the students also benefit from the flexibility of entering college already with credits and the cost savings, therefore helping to alleviate the ongoing issue with student debt.

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Dual Enrollment - high school students enroll in college courses that count for both high school and college credit.
College in the High School - high school students complete college courses through vetted high school teachers and aligned courses within the high school for dual enrollment.
Course Equivalency - when a high school courses is aligned with the course learning outcomes and assessments with a college course.
Course Adoption - when a vetted high school teacher instructs a college course as it is written and delivered.
Early College Program - when a high school student attends college full-time and the courses they complete count for dual enrollment.
Concurrent Enrollment - a term used intermittently with dual enrollment.

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College in the High School Programs are currently under debate from higher education faculty who believe that college courses taught by vetted high school teachers within the high school do not prepare the students for college.  Additionally, traditional dual enrollment when students attend college courses instructed by college faculty have strong student outcomes for students.  Due to this discourse, some Universities/Colleges will not accept transfer credit from College in the High School Programs.  Considering that when students are in elementary, middle, and high school, the differentiation of instruction is provided based on student academic levels and higher education's attitude that high schools are not preparing students for college; what can high schools do when students are in 11th and 12th grade, yet ready for college level courses other than dual enrollment?