Dual Credit Students from Three Academic Years; Summer 2003 to Spring 2004, Summer 2004 to Spring 2005, and Summer 2005 to Spring 2006
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HS MCC Technical Report March 2007 Office of Research, Evaluation and Assessment Metropolitan Community College 3200 Broadway Kansas City, MO 64111 Dual-Credit Students: An Analysis of Academic Performance -Technical Report- March 2007 Office of Research, Evaluation and Assessment Metropolitan Community College 3200 Broadway Kansas City, MO 64111 Prepared by: Melissa M. Giese And Jennifer R. Ebeling Preface This is the second dual-credit report produced by the Office of Research, Evaluation and Assessment. The present report examines dual credit students from three academic years; Summer 2003 to Spring 2004, Summer 2004 to Spring 2005, and Summer 2005 to Spring 2006. Students in each Academic Year are tracked for either two, five or eight semesters. This report examines demographics, academic success, and courses taken by dual-credit students. Additionally, further enrollment at MCC and the academic success of these students are examined. Comments regarding this project should be directed to its authors: Melissa M. Giese Research Analyst (816) 759-1300 [email protected] and Jennifer R. Ebeling Research Analyst (816) 759-1003 [email protected] Metropolitan Community College Office of Research, Evaluation, and Assessment 3200 Broadway Kansas City, MO 64111 Additional copies of this report can be obtained from our website: http://www.mcckc.edu/?qlinks=Research+Department Executive Summary ♦ Students comprising this study were obtained from three Dual-Credit Academic Years; 2003 to 2004, 2004 to 2005, and 2005 to 2006. Each group of students were tracked from two to eight semesters for each academic year. ♦ There averaged, 2,240 dual-credit students enrolled for each Academic Year. The majority were white (91%) and female (56%). ♦ The majority of dual-credit students were enrolled at 5 high schools: Park Hill High School, Park Hill South, Blue Springs High School, Lee’s Summit North, and Oak Park High School. ♦ Maple Woods (42%) was the most common campus enrolled by dual credit students followed by Penn Valley, Blue River, Longview, and BTC. ♦ The most popular courses among dual-credit students were MATH 120, ENGL 101, ENGL 102, CDCG 113, and MATH 110. ♦ The majority of grades obtained by dual credit students were “C” or better (97%). ♦ Dual-credit students attempted an average of 6.95 credit hours, completed 99% of those hours, and earned an average GPA of 3.35 in dual-credit courses. ♦ Following graduation from high school, 19% of dual-credit students enrolled in MCC within the following academic year. When the dual-credit cohorts were tracked over eight semesters, nearly 40% had enrolled as regular MCC students. ♦ In general, dual-credit students performed well in college courses, however, dual-credit student GPA’s declined on average half a point as MCC regular students in comparison to their courses attended as dual-credit students. Table of Contents Section Page Introduction........................................................................................................................................1 Methodology .......................................................................................................................................2 Demographics ......................................................................................................................................3 High School Attendance ......................................................................................................................3 Dual-Credit Campus ............................................................................................................................3 Table1: Dual-Credit Enrollment by Campus .............................................................................4 Dual-Credit Course Enrollment ...........................................................................................................5 Table 2: Percentage of Successful Grades by Course ................................................................5 Academic Success in Dual-Credit Courses..........................................................................................6 Table 3: Academic Performance..................................................................................................6 Post High School Enrollment at MCC.................................................................................................6 MCC Academic Performance ..............................................................................................................7 Summary.............................................................................................................................................8 Figure 1: Dual-Credit Enrollment by Campus...........................................................................8 Appendix A Dual-Credit Students Introduction Dual-Credit students are those who are able to enroll simultaneously in high school and college-level classes while concurrently earning credit. The dual credit program at MCC functions in conjunction with many participating high schools. Dual-credit courses offer high school students the opportunity to earn college credit before they finish their high school work and help to reduce duplication of courses for students matriculating to college. The result is the reduction of time and financial expenditure of obtaining a college degree. Dual-Credit Program Structure Dual credit courses are typically taught by high school faculty, with supervision of MCC faculty. The dual-credit course taught to high school students has the identical content of the equivalent college course, and the dual-credit students meet the same requirements as their college counterparts enrolled in the equivalent course. The performance of dual-credit students enrolled at MCC is assessed in the same manner as the performance of on-campus students (including exams, portfolios and papers). Dual- credit students also take part in regular general education assessment activities much like their on-campus counterparts. The credits earned by these high school students are accepted for transfer by the institution (in this case MCC). A dual-credit student can expect to transfer up to five courses. Institutions may accept more than five courses depending on their individual transfer and articulation agreements. MCC dual-credit students are provided access to on-campus support as well as support within the high school campuses themselves. This support includes library, counseling and student activities. 1 Dual-Credit Eligibility Requirements There are a series of pre-requisites that a high school student has to fulfill before he/she can enroll in dual-credit classes. Eligibility varies upon class level and whether or not the courses are intended to transfer or are part of career and/or technical programs. However, there are some basic guidelines. ¾ Junior or senior high school students must have a minimum overall high school GPA of 3.0 for courses intended to transfer. In some instances, high school freshmen and sophomores are also allowed to take these courses if they demonstrate superior academic proficiency (score at or above the 90th percentile on the ACT or SAT). ¾ Students who have not earned a 3.0 GPA may enroll in dual credit courses that are part of a career and/or technical program by demonstrating their ability through test scores, recommendations, and high levels of performance in prerequisite courses. ¾ The student must meet the requirements of individual courses (placement test scores). ¾ The student must be recommended by the principal or counselor of his/her high school. Methodology The purpose of this report is to examine demographics, academic success, and courses taken by dual-credit students at Metropolitan Community College. Three academic years (AY); Summer 2003 to Spring 2004, Summer 2004 to Spring 2005, and Summer 2005 to Spring 2006 were used for the analysis. Dual-credit students enrolled in the AY2003-2004 were tracked for eight semesters, students enrolled in the AY2004-2005 were tracked for five semesters, and students enrolled in the AY2005-2006 were tracked for two semesters due to availability. Each cohort was examined independently to determine demographic characteristics, academic success, and further enrollment at MCC. In effort to diminish redundancy, the averages of these cohorts are reported and summarized as each cohort revealed similar trends. 2 MCC DUAL CREDIT STUDENTS Demographics A total of 2,127 dual-credit students were enrolled during the 2003-2004 academic year, 2,262 for the 2004-2005 academic year, and 2,333 for the 2005-2006 academic year. Cohort analyses revealed similar demographic characteristics across all three academic years. The majority of students were white (91%) and female (56%). In contrast, the racial/ethnic affiliation of the overall MCC student population is approximately 75% white, much lower than the dual-credit student population, 91% white. In addition, the gender mix of dual credit students varied slightly from the MCC overall population, 61% female, 39% male. High School Attendance Dual-credit students enrolled at MCC attended over 90 different high schools. The majority of these students attended Park Hill High School (12%), Park Hill South (11%), Blue Springs High School (8%), Lee’s Summit North (7%), and Oak Park High School (7%). Other high schools attended were, Blue Springs South (6%) and Kearney High School (5%). A total listing of dual-credit high schools by academic year can be found in