Indicator: Early college coursework completion Breadcrumb Home Indicators Early College Coursework Completion Definition High school students successfully complete early college coursework (Advanced Placement [AP], International Baccalaureate [IB], or dual credit). Recommended Metric(s) Percentage of high school students who enroll in and pass at least one early college course (AP, IB, or dual credit)Percentage of students enrolled in early college coursework who earn credit-bearing scores on end-of-course tests (for example, a score of 3 or higher on AP tests or 5 or higher on IB tests) or earn postsecondary credit within their dual enrollment coursesView CEDS ConnectionPercentage of students enrolled in early college coursework who earn credit-bearing scores on end-of-course tests or earn postsecondary credit within their dual enrollment coursesCEDS Connections offer guidance, including data elements and step-by-step analysis recommendations, for how to calculate select metrics. Type(s) of Data Needed Student transcripts; assessments Why it matters There is growing evidence that participation in accelerated postsecondary pathways (such as early college high schools and dual enrollment) has a positive impact on students’ high school graduation and postsecondary enrollment and completion.1, 2, 3, 4 For example, Texas high school graduates who took more than one AP/IB course were more likely to enroll in a four-year college.5 Engaging in early college coursework has been shown to predict future success in college,6, 7 and earning early college credit by passing an AP exam also has a positive impact on college admissions scores and on-time postsecondary degree completion.8, 9 According to an analysis of national data, even in schools that offer similar availability to AP courses, Black, Latino, and Indigenous students are less likely to be enrolled and earn college credit if they do enroll compared to other student groups.10 For instance, for every 1,000 Asian students in public high schools, 375 take an AP course and 215 pass an AP test, whereas for every 1,000 Black students, 105 take an AP course and 21 pass an AP test. There is also evidence of inequitable participation in dual enrollment courses.11 What to know about measurement As part of their regular operations, schools record student course enrollment and grade data, from which course completion can be determined. Schools also receive data on students’ AP and IB exam scores. In the case of dual enrollment, however, K–12 districts must have formal agreements with nearby participating colleges where students enroll to ensure data are being shared (and that course offerings allow students to earn transferrable college credit). Although reporting of student transcript data and exam scores to higher levels (district, state, federal) varies, it would be feasible to report course completion and exam-passing data at different levels.Although course participation and AP/IB scores are comparable across contexts, not all students have equal access to these courses or exams, which affects interpretation of our suggested metrics, particularly when comparing them across localities. For instance, exam pass rates may be higher in districts where fewer students are given the opportunity to take the exams. Therefore, we provide additional information on measuring access under the E-W system indicator on access to early college coursework. Twenty-five states require districts to offer AP, IB, dual enrollment, or other similarly rigorous courses,12 and many also mention the following early college coursework options for meeting college and career readiness requirements in their Every Student Succeeds Act (ESSA) plans: AP (22 states), dual credit/dual enrollment (18 states), advanced courses or accelerated learning (15 states), and IB (12 states).13, 14 E-W Case Studies Image From Data to Action: Nebraska’s Blueprint for Education and Workforce Success Through its robust research framework and innovative data visualizations, Nebraska's NSWERS system transforms complex data into actionable insights for policymakers, educators, and families. View Case Study Source frameworks Ten source frameworks reviewed for this report discussed the importance of early college course completion, AP, IB, and dual enrollment, or both. For example, our choice to include both enrollment in and completion of AP, IB, or dual enrollment courses aligns with the recommendations of the National Academies’ Educational Equity Indicator Systems. References 12Education Commission of the States. (2014). Blueprint for college readiness: A 50-state blueprint. Education Commission of the States. https://eric.ed.gov/?id=ED55605813Hackmann, D. G., Malin, J., & Bragg, D. D. An analysis of college and career readiness emphasis in ESSA state accountability plans. Education Policy Analysis Archives, 27(160), 1–31. https://doi.org/10.14507/epaa.27.444114Education Strategy Group. (2017). Destination known: Valuing college and career readiness in state accountability systems. https://edstrategy.org/resource/destination-known/ 1An, B. P. (2013). The impact of dual enrollment on college degree attainment: Do low-SES students benefit? Educational Evaluation and Policy Analysis, 35(1), 57–75. https://doi.org/10.3102/01623737124619332Berger, A., Turk-Bicakci, L., Garet, M., Song, M., Knudson, J., Haxton, C., Zeiser, K., Hohen, G., Ford, J., Stephan, J., Keating, K., & Cassidy, L. (2013). Early college, early success. Early college high school initiative impact study. American Institutes for Research. https://eric.ed.gov/?id=ED5772433Edmunds, J. A., Unlu, F., Glennie, E., Bernstein, L., Fesler, L., Furey, J., & Arshavsky, N. (2017). Smoothing the transition to postsecondary education: The impact of the early college model. Journal of Research on Educational Effectiveness, 10(2), 297-325. https://doi.org/10.1080/19345747.2016.11915744Shields, K. A., Bailey, J., Hanita, M., & Zhang, X. (2021). The effects of accelerated college credit programs on educational attainment in Rhode Island. Regional Educational Laboratory, Northeast & Islands.Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/rel/Project/56805Cumpton, G., Schexnayder, D., King, C. T., & Stolp, C. (2012). Factors associated with education and work after high school for the classes of 2008 and 2009: A research report of the Central Texas Student Futures project. Ray Marshall Center for the Study of Human Resources, University of Texas at Austin. http://hdl.handle.net/2152/204106Adelman, C. (2006). The toolbox revisited: Paths to degree completion from high school through college. U.S. Department of Education. https://www2.ed.gov/rschstat/research/pubs/toolboxrevisit/toolbox.pdf7Long, M. C., Conger, D., & Iatorala, P. (2012). Effects of high school course-taking on secondary and postsecondary success. American Educational Research Journal, 39(2), 285–322. https://doi.org/10.3102/0002831211431952 8Smith, J., Hurwitz, M., & Avery, C. (2017). Giving college credit where it is due: Advanced placement exam scores and college outcomes. Journal of Labor Economics, 35(1). https://doi.org/10.1086/687568 9Warne, R. T. (2017). Research on the academic benefits of the advanced placement program: Taking stock and looking forward. SAGE Journals, 7(1). https://doi.org/10.1177/2158244016682996 10Chatterjee, R., Quirk, A., & Campbell, E. (2021). Closing advanced coursework equity gaps for all students. Center for American Progress. https://www.americanprogress.org/article/closing-advanced-coursework-equity-gaps-students/11Xu, D., Fink, J., & Solanki, S. (2019). College acceleration for all? Mapping racial/ethnic gaps in advanced placement and dual enrollment participation. American Educational Research Journal, 58(5), 954–992. https://doi.org/10.3102/0002831221991138