Dual Credit Memo

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This translation memo analyzes current dual credit program policies at the state level of government. In reviewing the article, State Dual Credit Policy: A National Perspective by Jason Taylor, Victor Borden and Eunkyoung Park, the current discussion on dual credit education program opportunities and the societal benefits of these programs is examined and may be further understood.

This translation memo explores the impact of State Dual Credit program policies on the educational outcomes of students participating in these programs by evaluating scholarly works related to this public agenda. A secondary objective of this translation memo is to identify of the article’s central thesis, methodology and findings. In addition, to providing a
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Article overview and the important info about the topic

The article presented by Taylor, Borden, and Park is a topic that I have begun to analyze in an effort to identify current themes with the policy design of dual credit programs. More importantly, this examination lends itself to the possibility for a policy analyst to provide recommendations for policies that serve in the best interest of stakeholders that are directly impacted by dual credit programs. The article evaluates how state policies address the quality of dual credit courses and presents five research questions regarding state dual credit policy as follows:

1. “What types and forms of dual credit courses can or cannot be offered?”
2. “Who is eligible and who is not eligible to enroll in dual credit offerings?”
3. “What criteria, if any, apply to instructors who teach dual credit courses?”
4. “What else is included in state policy that relates to ensuring the quality of dual credit course offerings (e.g., review processes, accountability, oversight provisions, etc.)?”
5. “How are state dual credit policies
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The topic’s relevance to public administration and analysis within the context of other scholarly works

This translation memo identifies recurring themes in the current public policies that have been accentuated by policy analyst, the political environment, and the public in addressing these challenges. Identification of these themes allows for proper strategy formulation of policies that have been underrepresented and improvements of current and future public policies on dual credit programs.

Local, state and federal governments are currently faced with addressing educational inequity within the United States. An article by Jason Taylor, titled Accelerating Pathways to College, states that “postsecondary educational opportunities in the United States have historically been and continue to be unequal for different groups of students” (2015). The National Center for Education Statistics (NCES) estimates that in 2009 college enrollment rate was 71.3% for Whites and 90.4% for Asians; yet, the rate was 62.6% for Blacks and 61.6% for Hispanics.

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