Exploring dual credit data alignment, student populations, and coursework patterns in Texas using a P-16 framework
This multi-faceted study of dual credit programs in Texas was motivated by perceived discrepancies in dual credit data reporting and a lack of comprehensive, statelevel information about dual credit student populations and coursework patterns. Using a P-16 framework, the author explored alignment is...
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| Format: | Others |
| Language: | English |
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2010
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| Online Access: | http://hdl.handle.net/2152/6869 |