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Mardy Eimers, Director of Institutional Research & Planning Robert Mullen, Assistant Director of Institutional Research & Planning 43rd Annual Association for Institutional Research Forum Tampa, Florida Tuesday, May 20, 2003 1:00 PM pHY$c,YhLB 8 c $D @ LB 8 c $D@H 8 0޽h ? ̙33 bZ0(  l  0A ??np   <`Z NParticipating Institutions  0  `Scope and Magnitude Survey kk @ BZ @  JNumber of InstitutionsH  0޽h ? ̙33 @((  l  0A ??`   <L0_* HAreas of Instruction  0  `Scope and Magnitude Survey kkH  0޽h ? ̙33 OGP(    0$  `Scope and Magnitude Survey kkl  0A ??N@   <D-VP HDuplicated Headcount @ BZ<1P$  = Headcount H  0޽h ? ̙33 ^V`(  l  0A ??0pR   <P9VP JCredit Hours Generated  0D  `Scope and Magnitude Survey kk @ BZTFp  JNumber of Credit HoursH  0޽h ? ̙33 pL,(  L L 0 T  XResearch Questions kk4 L 0^ ` D<4___PPT9   Is there a difference in first-year college grade point average (GPA) between students who had no prior advanced placement (AP) or dual credit in contrast to students who did receive credit in AP or dual-credit courses? Is there a difference in first-year college retention between students who entered college with no college credit in contrast to students who entered college with dual credit or AP credits? Does the source of dual credit courses have any relationship with the first-year college grade point average or first-year retention?0 w `w(!p<H L 0޽h ? ̙336 Pv(  P P 0g  cUniversity of ӰԺ System kks P 0z PE  Large residential campus Engineering residential campus Two urban campuses Characteristics: 43,000 undergraduates 2,700 professional students 10,800 graduate students 8\ N  \ N H P 0޽h ? ̙33 TV(  T T 0  UResearch Design kka T 0 0k YStudy Population: 7,913 first-time, full-time degree-seeking students, Fall 1999 & Fall 2000 ӰԺ residents Recent high school graduates Measures of academic ability: ACT, high school percent rank, CBHE high school core Success: 1st year GPA Return the following fall Dual credit removed from 1st year GPA Dual credit versus dual enrollmentv@('@ (I@( $ -H T 0޽h ? ̙33 h`X(  X@ X 0 Research Question 1: Is there a difference in the first-year GPA among students who enter college with different types of college credit?* vkkx X <A _??~ _H X 0޽h ? ̙33V \(  \ \ 0  dResults of Regression Analysis kk \ HA ? ?"  H \ 0޽h ? ̙337 `w(  ` ` 0\  _Predicting First-Year GPA kkx ` <A `??p `H ` 0޽h ? ̙33D d(  d d 0 (Research Question 1: Summary of Results:) kkV d 0p s @When holding Academic Ability Constant: Students with AP Credit Only and students with AP and Dual Credit tend to get higher 1st year GPA than other students Dual Credit Only students do not appear to get significantly higher 1st year GPA s than students entering with No College Credit) v      )V d :H d 0޽h ? ̙33 {h(  h[ h 0 Research Question 2: Does completion of AP, Dual, both AP and Dual, have an effect on whether or not the student comes back the following fall term?: kkx h <A b??`jB bH h 0޽h ? ̙33 l(  l l 0  aLogistic Regression Results kk l 0|     *Predicting a Student s Return the following Fall Term Significant Positive Variables: ACT HS Rank Dual Credit Only AP Credit Only Both Dual & AP XY <  X <>H l 0޽h ? ̙33 jb p(  p p 0 (Research Question 2: Summary of Results:) kk  p 0  l When holding Academic Ability Constant: Students entering college with Dual Credit Only, AP Only, or Dual and AP had an increased likelihood of returning the following fall in contrast to students who entered college with No College Credit&+  )H p 0޽h ? ̙33 \T t(  t4 t 0$ nResearch Question 3: Does the source of the dual credit have any impact on academic performance or retention?:o Ykkx  t <A a??@r aH t 0޽h ? ̙33V  x(  x x 05  dResults of Regression Analysis kk x HA ? ?"P   H x 0޽h ? ̙33V 0|(  | | 0@  ~8Predicting First-Year GPA by Source of Dual Credit Hours99 kkx | <A c?? cH | 0޽h ? ̙33K @(    0`U  z4Predicting Retention based on Source of Dual Credit55 kkq  0La 0@   The overall logistic regression model was statistically significant: ACT and HS Rank All sources of dual credit were positively related with returning for the second year 2   H  0޽h ? ̙33V P(    0hf (Research Question 3: Summary of Results:) kkh  0q  Controlling for Academic Ability: Students who entered the University of Missouri with dual credit from two-year institutions tended to have lower 1st year GPA s than students getting their dual credit at other types of institutions. All sources of dual credit were positively related with returning for the second yearT"   V  H  0޽h ? ̙331 `q(    0؄  Q Limitations  kk  0X    University of ӰԺ Number of entering credit hours or grades in those courses Time-lag: Fall term GPA Time-lag: 1st year retention Strength of modelT   v "H  0޽h ? ̙33 c[p(    0X  YSummary of Findings kk  0` `;  Dual Credit is an increasing source of pre-college work in Missouri. Findings tend to indicate that dual credit, earned in the high school, does not help or hinder student success as measured by the 1st year GPA. Dual credit, AP, or a combination of the two appears to positively affect a student s return the following fall. Source of dual credit plays some role in explaining 1st year GPA.R `2   \H  0޽h ? ̙33% e(    0  eImplications & Further Research  kk`  0D `;  Legislators and the Missouri CBHE continue to be concerned about dual credit offerings University of Missouri has decided not to include the grades received in dual credit courses in the student s official University GPA The positive relationship between AP and/or dual credit and 2nd year retention is noteworthy Further research: How are students who enter college with college credit using their advanced standing to enhance their college experience?< `2 \H  0޽h ? ̙33< |(    0  \Additional Information kk  0 @` j Office of Institutional Research & Planning 721 Lewis Hall University of Missouri System Columbia, Missouri 65211 (573) 882-2778 (573) 884-5545 (fax) URL: http://www.system.missouri.edu/planning/ under  Research Reports Mardy T. 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