Persistence and Performance by Design: Evidence from Syracuse University
Presented by Dr. Kalpana Srinivas

Concurrent enrollment programs (CEPs) are an important source of academic preparation for high school students. Along with Advanced Placement and International Baccalaureate, CEPs allow students to challenge themselves in high school and prepare for the rigor of college. Many researchers and practitioners have claimed that, when high school students participate in such programs, they become more successful in college, having better retention rates and better grades. Based upon their knowledge about the many students who have participated in CEPs, Marshal and Andrews (2002) note that “there is scarcity of research on dual credit aka concurrent enrollment programs.” The claims for the effectiveness of CEPs must be substantiated. Syracuse University’s concurrent enrollment program, Project Advance (PA), was implemented in 1972 at the request of six local Syracuse high schools. The current study is an empirical investigation of the effects of student participation in Syracuse University Project Advance (SUPA) on desired student outcomes such as persistence and performance.

Dr. Kalpana ("Kal") Srinivas is the Assistant Chancellor at Syracuse University.