when disaggregated by income, “84.2% of high-income students enrolled in college immediately after high school graduation, but only 66.8% of middle-income students and 54.1% of low-income students immediately enrolled in college” (Taylor, 2015). However, the federal governments role in education is limited with most education policy is decided at the state and local levels. Which have placed an impetus on dual credit programs in in an effort to increase postsecondary participation and completion rates. Advocates of dual-credit argue that these programs have the potential to increase postsecondary matriculation and attainment by allowing high school students to experience the rigor of college courses, accelerated their degree completion timeframe,
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Analysis of the central thesis, methodology and findings
Taylor, Borden and Park provide a clear understanding of their article’s central thesis. These scholars specify that policies that are specific to dual credit program outcomes are deficient within the current policy design. Thomas A. Birkland, would describe this conundrum as a “problem” which directly impacts why public policies are made and changed. A problem for policy analyst would be defined as “a usually undesirable situation that, according to people or interest groups, can be alleviated by government” (Birkland, 2016, p. 11).
Taylor, Borden and Park, use a mixed methodology to substantiate the central thesis of their research. Specifically, the study employs a generic “input, process, output (IPO) model as a framework to assess how state policy addresses dual credit quality” (Birkland, 2016, p. 12). Taylor, Borden and Park identify the following variables of inputs, processes, and outputs as they related to dual credit course quality:
• Inputs: student eligibility, faculty credentials, funding, and curriculum standards;
• Processes: general oversight, faculty orientation and training, institutional review and monitoring, and state review and …show more content…
Analysis of the finding that addresses the premise, methods, and conclusion
Dual Credit education programs have been in place for more than 50 year in the United States. A holistic review of the current literature on dual credit programs and the findings presented by Taylor, Borden and Park identify deficiencies in the perceived social benefits of dual credit programs. Understanding this premise is critical for educational policy analyst in order to promote the future sustainability of dual credit programs and distinguishes the issue as one that requires further examination.
Although the structure of dual credit policy making is somewhat complex. Taylor, Borden, and Park provide an underlining recommendation on one practice that has yet to be included in the policy design of the
6. Conclusion recommendations for implementation of a policy, solution, or next steps
A report published by the coordinating board on dual enrollment student participation concluded that approximately 151,589 students were participating in the program throughout the state of Texas in Fall 2016. The precedence of the programs size thereby allows for findings that relate to program policies on dual credit by this agency to be used as a good basis for identification of issues that other states within the nation might also be experiencing as these programs continue to
Analysis of the central thesis, methodology and findings
Taylor, Borden and Park provide a clear understanding of their article’s central thesis. These scholars specify that policies that are specific to dual credit program outcomes are deficient within the current policy design. Thomas A. Birkland, would describe this conundrum as a “problem” which directly impacts why public policies are made and changed. A problem for policy analyst would be defined as “a usually undesirable situation that, according to people or interest groups, can be alleviated by government” (Birkland, 2016, p. 11).
Taylor, Borden and Park, use a mixed methodology to substantiate the central thesis of their research. Specifically, the study employs a generic “input, process, output (IPO) model as a framework to assess how state policy addresses dual credit quality” (Birkland, 2016, p. 12). Taylor, Borden and Park identify the following variables of inputs, processes, and outputs as they related to dual credit course quality:
• Inputs: student eligibility, faculty credentials, funding, and curriculum standards;
• Processes: general oversight, faculty orientation and training, institutional review and monitoring, and state review and …show more content…
Analysis of the finding that addresses the premise, methods, and conclusion
Dual Credit education programs have been in place for more than 50 year in the United States. A holistic review of the current literature on dual credit programs and the findings presented by Taylor, Borden and Park identify deficiencies in the perceived social benefits of dual credit programs. Understanding this premise is critical for educational policy analyst in order to promote the future sustainability of dual credit programs and distinguishes the issue as one that requires further examination.
Although the structure of dual credit policy making is somewhat complex. Taylor, Borden, and Park provide an underlining recommendation on one practice that has yet to be included in the policy design of the
6. Conclusion recommendations for implementation of a policy, solution, or next steps
A report published by the coordinating board on dual enrollment student participation concluded that approximately 151,589 students were participating in the program throughout the state of Texas in Fall 2016. The precedence of the programs size thereby allows for findings that relate to program policies on dual credit by this agency to be used as a good basis for identification of issues that other states within the nation might also be experiencing as these programs continue to