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ELPA 725: Research Methods and Procedures in Educational Administration Example – Research Design Part 2: Research question, literature review, and research design Dual enrollment provides high school students the opportunity to gain college credit and explore careers while in high school. Dual enrollment is on the rise as 98% of two-year colleges partner with area high schools to offer dual enrollment that results in two-year college course credit (Marken et al., 2013). How do high schools extend dual enrollment access among underserved populations? Understanding strategies to strengthen dual enrollment access is needed as education institutions, policy makers, and employers look for ways to develop pathways from education to the workforce. The intent of this study is to understand how high schools build awareness of two-year college dual enrollment programming among students and their families. Research has yet to explore how high schools build awareness of dual enrollment among students and their families, and how high schools prioritize access among historically marginalized communities. Addressing this gap in the literature is important because dual enrollment research suggests that participation is positively associated with high school to college transitions and increased college success like higher GPA or college degree completion (Wang et al., 2015). In addition, scholars have found that historically marginalized communities, such as students from low-income families, access dual enrollment at a lower rate compared with their peers (An & Taylor, 2019). This gap in the literature is significant because high school policy and practice shapes the environment students must navigate to access dual enrollment. By exploring how high schools build awareness of dual enrollment among students and families, education administrators can better understand the policy and practice that promotes or

limits access to dual enrollment. In addition, policy makers will have research findings they can reflect upon to strengthen dual enrollment access. Further, dual enrollment scholars will have new insights into a gap within the existing literature. The purpose of this study is to explore dual enrollment access policy and practice. Another purpose of this study is to understand how dual enrollment access is prioritized for historically marginalized populations. More specifically, this study seeks to understand the following research questions: How do Wisconsin public high schools offering two-year college dual enrollment programs build awareness of dual enrollment programming through policy and practice among students and their families? How do Wisconsin public high schools offering two-year college dual enrollment programs prioritize dual enrollment access through policy and practice for historically marginalized populations? Relevant Literature A review of dual enrollment literature for this study explored the relationship between dual enrollment participation and student outcomes. It is important to note that this literature review was situated within the two-year college context where the majority of dual enrollment is currently offered (Fink et al., 2017). Dual Enrollment and Postsecondary Outcomes In general, the existing research on dual enrollment participation and postsecondary outcomes suggests that these educational offerings transmit positive benefits among participating high school students. More specifically, in a study investigating the associations between dual enrollment participation and postsecondary outcomes, D’Amico and colleagues (2013)

conducted logistic regression analysis and concluded that dual enrollment participants performed better than non-participants in relation to first-to-second-year technical college retention. Similarly, Karp and colleagues (2008) found that dual enrollment participants in Florida and New York City had comparatively stronger postsecondary outcomes that included second year college retention, third year cumulative GPA, and more credits earned in the third year. Through path analysis of a sample of 15,000 first-time Wisconsin Technical College students, Wang and colleagues (2015) found that dual enrollment participation is related to early academic momentum indicators such as more attempted credits, a higher likelihood of college entry without delay, and summer college enrollment after high school graduation. Wang and colleagues (2015) also found that the identified early academic momentum indicators were positively related to the students’ completion of a credential and second year retention. Despite differing statistical approaches, these collective findings within the two-year landscape are consistent in suggesting that dual enrollment has a significant and positive association with postsecondary student success. Research has yet to explore how postsecondary institutions build awareness of dual enrollment through policy and practice. This information will be useful to providers of dual enrollment so they can create a landscape that expands dual enrollment participation among high school students. Expanding dual enrollment access will maximize the impact of dual enrollments positive effects on postsecondary outcomes as described in the existing research literature. Research Design & Research Strategy My study will use a qualitative research design and a case study research strategy. Using a case study research strategy to explore my research topic will allow for a targeted in-depth understanding of an issue or problem which is bounded by place and time (Creswell, 2009). The

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issue or problem in my research is dual enrollment access and my research is bounded by high schools offering dual enrollment. Within my research, multiple high schools will be investigated to provide an understanding of how institutional policy and practice might shape participation in dual enrollment programming. A case study research strategy is ideal for my research because it best aligns with my intention of understanding institutional policy and practice. In comparison, a narrative inquiry research strategy investigates the lived experiences of a few participants, and a phenomenology research strategy investigates the essence of a shared experience among multiple participants. These research strategies are not suitable for my research because they center participant experiences, while my proposed research centers institutional policy and practice across multiple institutions. A potential challenge to my case study research strategy might reside in access to case study sites and the collection of data across multiple sources. It may be challenging to secure working relationships with high schools so I can conduct my research. Establishing trust with my research sites will be necessary so I can generate a rich description of their dual enrollment policies and practices. In addition, because a case study research strategy requires an in-depth and comprehensive understanding of the case, relying on one source of data is typically not enough. Instead, a case study approach needs to include multiple data sources and collection methods. Collecting data from multiple sources may be challenging to secure due to the required time commitment of the researcher and availability of the data. Nonetheless, some data collection methods might include interviews with high school faculty and administration, review of dual enrollment policy documents, and analysis of dual enrollment eligibility requirements.

References An B.P., & Taylor J.L. (2019) A Review of Empirical Studies on Dual Enrollment: Assessing Educational Outcomes. In: Paulsen M., Perna L. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 34. Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications, Inc. D’Amico, M. M., Morgan, G. B., Robertson, S., & Rivers, H. E. (2013). Dual enrollment variables and college student persistence. Community College Journal of Research and Practice, 37, 769-779. doi:10.1080/10668921003723334 Fink, J., Jenkins, D., & Yanagiura, T. (2017). What happens to Students who take Community College Dual Enrollment course in High School. Community College Research Center. Karp, M. M., Calcagno, J. C., Hughes, K. L., Jeong, D. W., & Bailey, T. (2008). Dual enrollment students in Florida and New York City: Postsecondary outcomes. New York, NY: Community College Research Center, Teachers College, Columbia University. Retrieved from http://files.eric.ed.gov/fulltext/ED500537.pdf Marken, S., Gray, L., & Lewis, L. (2013). Dual Enrollment Programs and Courses for High School Students at Postsecondary Institutions: 2010–11. U.S. Department of Education, National Center for Education Statistics. http://nces.ed.gov/pubs2013/2013002.pdf Wang, X., Chan, H., Phelps, A., & Washbon, J. (2015). Fuel for success: Academic momentum as a mediator between dual enrollment and educational outcomes of two-year technical college students. Community College Review, 43 (2), 165–190. doi:10.1177/0091552115569846.

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