Table 1. Available Data Sources for Tracking Dual Enrollment Data Source Student Course National Student Higher Education Information Schedule Clearinghouse Resource System (SCS) (NSC) (HEIRS) HEIRS - Annual HEIRS - Term What does the MA public school Student enrollment Course enrollment Term-level data source student course in almost all U.S. for MA public enrollment for MA track? enrollment public and private colleges, except public colleges, postsecondary UMass system including UMass institutions system How is the Student x course Student x term Student x course Student x term data source structured? How is dual Course code prefix Term enrollment Course first Term start date term’s enrollment is CLBR date precedes HS date precedes HS precedes HS grad identified? grad date* grad date date, and/or CDEP Dual-Enrolled N=1,173 N=3,616 N=3,513 (2013 Cohort) Notes This source should This source could Collectively, the HEIRS data should be comprehensive include courses that capture all MA public college dual for students are taken purely for enrollment except perhaps college receiving credit enrichment, courses taught by local high school from the high without expectation teachers. It will not capture dual school and college. of earning high enrollment of public high school If a student is not school credit. It students in private colleges, which does receiving HS credit, may omit college occur (e.g. Rhode Island College’s the course is not courses taught by Enrollment “Early Program.”) dual enrollment. local high school SCS has been teachers. operating since 2011. Notes. *For non-graduates, expected date of on-time (four-year) high school graduation was used. While the HEIRS and NSC data both indicated that about 3,500-3,600 students ever participated in dual enrollment, they were not identifying the same group of students. Figure 1 compares rates of dual enrollment identification by each data source, alone and in combination with one another. For example, Figure 1 shows that if a student was classified by any source as ever dual-enrolling (n = 5,247), in 7% of cases the dual enrollment classification was based solely on SCS data. Figure 1. Identification of Dual-Enrolling Students by Data Sources
Table 1. Available Data Sources for Tracking Dual Enrollment Data Source Student Course Schedule (SCS) National Student Clearinghouse (NSC) Higher Education Information Resource System (HEIRS) HEIRS - Annual HEIRS - Term What does the data source track? MA public school student course enrollment Student enrollment in almost all U.S. public and private postsecondary institutions Course enrollment for MA public colleges, except UMass system Term-level enrollment for MA public colleges, including UMass system How is the data source structured? Student x course Student x term Student x course Student x term How is dual enrollment identified? Course code prefix is CLBR Term enrollment date precedes HS grad date* Course term’s first date precedes HS grad date Term start date precedes HS grad date, and/or CDEP Dual-Enrolled (2013 Cohort) N=1,173 N=3,616 N=3,513 Notes This source should be comprehensive for students receiving credit from the high school and college. If a student is not receiving HS credit, the course is not dual enrollment. SCS has been operating since 2011. This source could include courses that are taken purely for enrichment, without expectation of earning high school credit. It may omit college courses taught by local high school teachers. Collectively, the HEIRS data should capture all MA public college dual enrollment except perhaps college courses taught by local high school teachers. It will not capture dual enrollment of public high school students in private colleges, which does occur (e.g. Rhode Island College’s “Early Enrollment Program.”) Notes. *For non-graduates, expected date of on-time (four-year) high school graduation was used. While the HEIRS and NSC data both indicated that about 3,500-3,600 students ever participated in dual enrollment, they were not identifying the same group of students. Figure 1 compares rates of dual enrollment identification by each data source, alone and in combination with one another. For example, Figure 1 shows that if a student was classified by any source as ever dual-enrolling (n = 5,247), in 7% of cases the dual enrollment classification was based solely on SCS data. Figure 1. Identification of Dual-Enrolling Students by Data Sources