The dual-credit curricular initiative offers high school students the opportunity to earn college and high school credits simultaneously without taking a standardized test to acquire the credit. The courses are purported to introduce students to a more rigorous curriculum in high school and save them time and money in their pursuit of college degrees. Dual credit programs have grown rapidly, and this monograph provides a synthesis of: the scholarly literature on dual credit offered at high school and a variety of postsecondary settings; underrepresented students experiences with the course(s), and suggestions for future research and drivers that will influence its development. Originally, these initiatives focused on high-achieving students, but additional models have emerged that expand the benefits to lower- and middle-achieving students as well. This is the third issue of the 42nd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

The dual-credit curricular initiative offers high school students the opportunity to earn college and high school credits simultaneously without taking a standardized test to acquire the credit. The courses are purported to introduce students to a more rigorous curriculum in high school and save them time and money in their pursuit of college degrees. Dual credit programs have grown rapidly, and this monograph provides a synthesis of:* the scholarly literature on dual credit offered at high school and a variety of postsecondary settings;* underrepresented students' experiences with the course(s), and* suggestions for future research and drivers that will influence its development.Originally, these initiatives focused on high-achieving students, but additional models have emerged that expand the benefits to lower- and middle-achieving students as well.This is the third issue of the 42nd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

Executive Summary 7Foreword 12Introduction to Dual Credit 14Purpose of the Book 16Precollege Curricular Options 17Distinguishing Dual Credit 21Structure of the Book 29Postsecondary Institutions as a Gateway to Dual Credit 31Location for Dual Credit Instruction 33Course Offerings 35Student Participation 36Instructor Eligibility 39Funding Dual Credit Programs 40Course Costs 41Benefits and Challenges 42Conclusion 45Dual Credit in High School Settings 46Traditional High Schools 46Middle College High Schools 51Early College High Schools 56Conclusion 61The Students' Experiences in Dual Credit 62High-, Middle-, and Lower Achieving Students 63Traditionally Underrepresented Student Populations 69Gender Differences 77Dual Credits After Matriculation 79Conclusion 80Summary and Implications for the Future 81Recommendations for Research 82Future Considerations for Dual Credit 86Conclusion 89Notes 90References 92Name Index 107Subject Index 112About the Author 115