Outcomes and Equity: Examining the impact of Advanced Placement and Dual-Enrollment courses on Delaware public high school students

• Colin Pié, Statistics, University of Delaware

• Jeff Klein, Center for Research in Education & Social Policy, University of Delaware

Advanced Placement (AP) and Dual-Enrollment (D-E) courses provide high school students with an opportunity to experience the rigor of college-level coursework. However, the effectiveness and equity of these courses remain questioned. Although existing research shows significant relationships between these advanced courses and postsecondary outcomes, few studies evaluate their combined effect in Delaware. This study evaluates how AP and D-E participation relates to college enrollment and success among Delaware public high school students and assesses disparities in access across demographic and socioeconomic groups. Using data from the 2018-2021 cohorts obtained from the National Student Clearinghouse (NSC), Delaware K12 student records, and Delaware Institutions of Higher Education, seven logistic regression models were created. The models predicted college enrollment (any, two-year, and four-year), first-year English and math success, and participation in AP or D-E courses in high school based on academic, demographic, and socioeconomic covariates as well as a coursework exposure variable. Four exposure levels were compared: No advanced coursework, AP courses only, D-E courses only, and AP and D-E courses. Advanced coursework was consistently associated with higher odds of college enrollment, with AP participation strongly associated with four-year colleges and D-E with two-year colleges. AP courses were positively associated with first-year college success, while D-E courses were negatively associated with it. Gender and income were highly significant predictors of participation in advanced coursework, with males and low-income students less likely to participate. The observational nature of the data, along with missing variables, limited causal interpretation. These results provide evidence supporting a policy recommendation to encourage advanced course offerings and awareness in Delaware. Assessing other advanced courses and employing different statistical techniques to strengthen analysis remain valuable for future research.