Student Social Class Identity Development: A Perspective on Dual Credit Programming

Student social class identity development is a relatively unexamined aspect of student identity development throughout adolescents’ educational experiences. Negative student social class identity development amongst low-social class adolescent students is increasing along with the growth of dual credit programs. This article will first discuss several negative and positive influences of dual credit programs on adolescent students’ social class identity development. Suggestions of specific dual credit program procedures that may help encourage a more positive social class identity development amongst low-social class students will follow.

Dual Credit Compliance Issues with COVID-19

High school leaders are facing new challenges regarding dual credit programs and the COVID-19 emergency. Conflicting with traditional instructional procedures, school reopening policies have many high schools implementing various remote learning modalities of instruction. High school leaders must adjust their dual credit university partnership procedures to reflect these new conditions, ensuring students and instructors have access to necessary technology resources.

Indicators for Success for African-American Male College Students

This chapter will review the repercussion of the exodus of African-American families migrating to suburban areas and the impact it had on African-American male students in urban areas that transition from high school into the collegiate environment. The importance of what impact do dual credit programs have on college preparedness and higher wages for African-American males be a cornerstone of emphasis. There is a concern that African-American males in urban areas have been marginalized and do not have resources that allow for corridors to be built that could promote college success whereas their suburban counterparts may have direct access to specific information and platforms supporting collegiate success. This chapter will include components centered on higher education success readiness in comparison of two school districts within a large metropolitan area and reference to Evans' developmental intervention model.

The Influence of Dual Credit Programs on College Students' Integration and Goal Attainment

This study was designed to investigate the differences in integration and goal achievement between students entering college with and without credits from a dual credit program. Dual credit programs included in this study were Saint Louis University's Advanced College Credit 1818 Program (ACC) and Advanced Placement Testing (AP). The results of the logistic regressions indicated that ACC credits significantly influenced students' ability to persist and graduate. The results of the linear regressions indicated that ACC/AP credits did not significantly influence the students' time to graduation.