Each year NACEP sponsors small grants to encourage research on the impact of concurrent enrollment. At least two grants of up to $1,000 will be awarded. Individual or collaborative researchers, including graduate students, are invited to submit proposals for consideration. Research must include the impacts of concurrent enrollment as defined by NACEP. NACEP defines concurrent enrollment as college-credit bearing courses taught to high school students by college-approved high school teachers.
NACEP is currently accepting applications for grants through August 31, 2016 Details on preparing an application can be found in the Grant Guidelines or contact our Research Committee Chair James Hendrix for more information.
2015 Grant Recipients
Gateway to College Success for Moraine Valley Community College's Dual Credit StudentsKarrie Bieker, Research Analyst for Department of Institutional Research & Planning, Moraine Valley Community College
Alexandria Elvira, Coordinator for Student Success Programs, Moraine Valley Community College
Sadya Khan, Director of Institutional Research & Planning, Moraine Valley Community College’s
This study will provide insight into the ways in which dual credit impacts student success measures and will explore differences in college choice between dual credit and non-dual credit students. Researchers will analyze institutional data for all students who graduated from high school in 2011 and either matriculated to MVCC and/or had completed dual credit through MVCC. Data for MVCC dual credit graduates who did not attend MVCC will be accessed from the National Student Clearinghouse database. The study will examine a variety of outcomes, including college attendance, academic performance, and college completion, and will examine students who took both general education and Career and Technical dual credit courses.
Comparison of Academic Performance between High School Students and College FreshmanDr. Carla Mebane, Director, High School College Partnership, University of Missouri - Kansas City
Alexander Evans, Research Intern, University of Missouri - Kansas City
While both high school students enrolled in the High School College Partnership (HSCP) and college freshman at the University of Missouri-Kansas City (UMKC) receive the same assessments and assignments, limited data has been collected and analyzed regarding their comparative performance on those assessments. During this study, UMKC will collect and analyze student learning outcomes across both high school and college sections in eight different disciplines using common scoring tools on comparable assessments (such as quizzes, tests, and essays). Results from the study will be used for improvement of instruction and identify opportunities for assessment alignment.
2014 Grant Recipients
Dual Credit and Dual Enrollment Opportunities in the United States: Participation, Patterns, and GapsDr. Steven W. Hemelt, Assistant Professor, Department of Public Policy, UNC-Chapel Hill
Nicole M. V. Ross, Doctoral Student, Department of Public Policy, UNC-Chapel Hill
This project will examine current patterns of access to dual credit and dual enrollment programs across the United States. We will use nationally representative, longitudinal, student-level data to explore whether and how participation in such early postsecondary opportunities varies by policy-relevant subgroups of students. In addition, we will examine if and how participation in dual credit and dual enrollment courses affects the evolution of students’ own educational expectations.
A Post-HB1184 Look at Course Transfer in VirginiaHilda M. Billups, Reynolds Community College
The Advance College Academy began with a 9th grade high school cohort in the fall of 2011 as a partnership between one local school district and Reynolds Community College. As the first program of its kind in Virginia, the students, their families, as well as the administrators, faculty, and staff of both the local school district and the college recognized the program would one day be a model for other successful concurrent enrollment programs. While these stakeholders looked off into the future as a time when the rest of Virginia would seek to emulate the Advance College Academy, the Virginia legislature sped up the future through the introduction of house bill 1184 in 2011. The bill became statute in April 2012. The statute calls for all 132 school districts to work with local community colleges to provide a pathway for high school students to earn a transferrable associate degree and a pathway for students to earn the Unified General Education Certificate.
Thus, four years after these students in the Advance College Academy first committed to the program as 9th graders, it is now important to consider the realities these students face as they matriculate at baccalaureate institutions in terms of their ability to transfer the credits earned, the effect the transferability of credits has on student decisions to attend a particular college or university, and the effect of the acceptance of transfer credits on student perception of concurrent enrollment programs. The purpose of this study will be to investigate how credits earned in a concurrent enrollment program are transferred to baccalaureate institutions, the effects the awarding of transfer credits have on students’ decisions to attend a particular college or university, and the effect of a student’s transfer credits have on student perception of concurrent enrollment programs.
2013 Grant Recipients
Rigor’s Ripple Effect: The Impact of Teacher Participation in Concurrent Enrollment on Instruction Beyond the CE English ClassroomDr. Christine Denecker, Associate Professor of English, The University of Findlay
Dr. Nicole Diederich, Interim Dean, College of Liberal Arts and Professor of English, The University of Findlay
In High School-College Partnerships: Conceptual Models, Programs, and Issues, Greenburg writes that “the future” of high school and college writing instruction “is dependent on the performance of the other (xv). Likewise, Taczak and Thelin argue that “if we are to shape a consistent, strong, effective message [of writing instruction], we cannot ignore this collaboration” (21). We posit that concurrent enrollment collaborations can shape not only “consistent, strong, effective” messages of writing instruction but also of English language arts instruction in general. This ethnographic study will provide initial insight into the ways in which concurrent enrollment instructor training impacts the decisions these same instructors make when designing and teaching English classes outside the concurrent enrollment curriculum. Specifically, this study looks to uncover if and how the rigor demanded of concurrent enrollment instruction “ripples” into other English language arts course instruction.
Continued Achievement of El Paso Community College Concurrent Enrollment StudentsDr. Carol Kay, Institutional Research, El Paso Community College
El Paso Community College (EPCC) will study the achievement of concurrent enrollment and non- concurrent enrollment students who graduated from El Paso County, Texas, high schools during the academic years of 2007-2008, 2008-2009, and 2009-2010. The students will be followed for a period of three years following high school graduation to determine if they matriculated at EPCC and were successful in their college studies. Several factors are used as measures of success including persistence from term to term, retention from year to year, successful completion (grade of C or better) of coursework, number of college credits earned, grade point average, graduation from EPCC, and transfer to other institutions of higher education. We hypothesize that cohorts of concurrent enrollment students will be more successful overall in their pursuit of a college education than their counterparts who did not participate in concurrent enrollment, but there is no current data to support this hypothesis.
In addition, we propose to identify aspects of the concurrent enrollment work in high school that may contribute to academic success after high school such as high school attended, existing deficiencies requiring remediation after completing high school, type of concurrent enrollment coursework taken, number of college credit hours earned in high school, grades in concurrent enrollment courses, and proportion of concurrent enrollment courses taken online versus face-to-face. Upon completion of the study, we will have identified some of the factors that assure a successful concurrent enrollment experience.
2012 Grant Recipients
Policy and Practice of Concurrent Enrollment Credit Transfer in the United StatesMagdalena A. Norozniak, Program Assistant, Research and Development, Early College Experience, University of Connecticut
Brian A. Boecherer, Associate Director of the Office of Early College Programs and Director of Research and Development, Early College Experience, University of Connecticut
Concurrent enrollment provides high school students the opportunity to earn college credit in the high school taught by high school instructors who have been certified to teach by a sponsoring higher education institution. The successful transfer of credits from concurrent enrollment programs to institutions of higher education is a common concern among students, parents, program administrators, and policymakers. One particularly salient issue is the reluctance of higher education institutions to accept credit for courses not taught on the college campus. Credit transfer frequency information, however, is mostly anecdotal and there is a lack of shared knowledge of credit transfer success and failure among institutions sponsoring concurrent enrollment programs and supporting accreditation organizations. An evidence based understanding of concurrent enrollment credit transfer could inform policymakers and program administrators toward data-driven action. This study will investigate how concurrent enrollment credits transfer to higher education institutions and, primarily, if there is a difference in credit transfer success in states where articulation occurs. A mixed methods, three-pronged approach will be used and involves a student survey, a survey of registrars and admissions officers, and a “blind” test of multiple student transcripts submitted to a wide range of four-year and two-year higher education institutions. Data will be collected on the type of credit earned and rejected, transfer policy, student experience during the transfer process, demographics of participating higher education institutions, and the perception of concurrent enrollment among higher education administrators. The researchers believe transfer success will be lower in states that have weaker articulation agreements and underdeveloped transfer practices, and also lower for flagship four-year universities, for for-profit universities, and for private colleges.