New WWC Reviews of Early College High Schools and Dual-Credit Courses for Student Success

Not all education research is equal—the WWC identifies well-designed studies, trustworthy research, and meaningful findings to inform decisions and improve student outcomes. This month, we are highlighting two new reviews of studies on postsecondary education, adding to over 10,000 existing citations about what works in education. The first study the WWC reviewed investigated the six-year impact of early college high schools on college performance and completion. The second study focused on the impact of a dual-credit Advanced Algebra and Trigonometry (AAT) course on high school completion, college enrollment, and progression in college.  Early College High Schools Early college high schools provide students with both high school and college experiences, with the goal of ensuring that students graduate with a high school diploma and two years of transferable college credit or an associate degree. These small schools, which are sometimes located on college campuses, are designed to provide all students with an academically rigorous course of study. Some early college high schools are structured as four-year schools, but most allow students five years to complete the curriculum. Featured study. Building off an earlier study, Edmunds et al. (2020) conducted a study that examined the six-year impacts of early college high schools on college performance and completion. Students participating in the study applied to attend one of 19 early college high schools in North Carolina. The study investigated the impact of early college high schools on attainment of a postsecondary degree or technical credential within six years and cumulative college grade point average (GPA) two years after completion of the early college or 12th grade. Students in the comparison group attended traditional high schools. Study findings. The study found statistically significant positive impacts on postsecondary degree attainment—associate or bachelor’s degree—by six years after completion of 12th grade. The effects on both cumulative GPA two years after completion of 12th grade and technical credential attainment six years after completion of 12thgrade were indeterminate. The WWC was able to confirm the statistical significance of the findings. WWC study rating. The study used a randomized controlled trial design and meets WWC standards without reservations. Access the full study review here, in the WWC’s review of individual studies database. Dual-credit Advanced Algebra and Trigonometry Course Dual-credit courses allow students to enroll in a college-level course in high school and receive both high school and college credits upon completion of the course. Dual-credit courses enable high school students to enroll in more challenging coursework, better prepare for college, and potentially save money. The dual-credit Advanced Algebra and Trigonometry (AAT) course was a new course offered by 103 high schools in Tennessee. Developed by a team of secondary and postsecondary teachers in the state, the course covered a standardized set of topics found in college-level algebra courses. Featured study. Hemelt et al. (2020) conducted a cluster randomized controlled trial on the impacts of the dual-credit AAT course on high school completion and college enrollment and progression. The study was conducted across the 2013-2014 and 2014-2015 academic years. Teachers in schools that offered the dual-credit AAT course received training and ongoing professional development on the new set of college-algebra course standards. Students in the dual-credit AAT course were required to take a centrally graded, standardized, end-of-course exam. Students in the comparison group attended high schools that offered a regular, non-dual-credit AAT course that was not standardized and teachers did not receive additional training nor professional development. Study Findings. The study found indeterminate effects on high school completion and progression in college. The study reported a statistically significant positive impact on enrollment in four-year colleges. However, when looking at enrollment in any college—that is, enrollment in either a two-year or four-year college—the study found an indeterminate effect. The WWC was able to confirm the statistical significance of the findings. WWC study rating. The study used a randomized controlled trial design and meets WWC standards without reservations. Access the full study review here, in the WWC’s review of individual studies database. Search the Reviews of Individual Studies Database to find studies reviewed by the WWC. With thousands of citations in this database, you can explore studies that meet WWC design standards to find detailed information about study characteristics and ratings, as well as the WWC publication in which a particular study was cited.