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Students who earned a CLEP passing score of 50+ in high school are compared with peers in dual enrollment and with students who took no early credit. Matching accounts for race, gender, first-generation status, and SAT® score, and results emphasize stronger retention, graduation, transfer, and bachelor’s completion for CLEP participants, especially among underrepresented and first-generation students.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/high-school-clep-test-taking-dual-enrollment-and-college-outcomes/583702/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/high-school-clep-test-taking-dual-enrollment-and-college-outcomes/583702.png","ImageObject",300,407,{"name":92,"@type":93},"Connor ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does CLEP participation relate to retention and graduation at four-year colleges?","Question",{"text":112,"@type":113},"High school CLEP takers scoring 50+ who matriculate to a four-year college show generally higher retention and graduation rates than a comparable dual enrollment group, with CLEP performing about 1 percentage point higher.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What differences appear for students who begin at two-year colleges?",{"text":117,"@type":113},"CLEP takers scoring 50+ have higher transfer rates to four-year colleges, higher graduation rates, and higher bachelor’s degree completion than comparable dual enrollment students, including a larger likelihood to transfer, graduate within 6 years, and earn a bachelor’s degree.",{"name":119,"@type":110,"acceptedAnswer":120},"How do CLEP outcomes vary for first-generation and underrepresented students?",{"text":121,"@type":113},"Among first-generation and underrepresented students, a CLEP score of 50+ corresponds to considerably higher graduation and retention rates and higher transfer rates from two-year to four-year colleges than comparable dual enrollment and no-early-credit groups.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583702,1792062560,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},687207022233,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","High School CLEP®  \nTest Taking, Dual Enrollment, and College Outcomes  \nJeff Wyatt Sanja Jagesic  \nOCTOBER 2021  \nExecutive Summary  \nIn recent years , several states and districts have implemented programs and policies that have sparked growth among high school students taking College-Level Examination Program® (CLEP® ) exams to earn college credits, with some states including CLEP in their K–12 accountability structures. In the 2018-19 school year, 22% of CLEP exams taken were taken by high school students. To understand the relationship between earning CLEP exam credit in high school and subsequent college outcomes , we compare college outcomes of students who obtain a passing score of 50 or higher on a CLEP exam in high school to students who participate in another early college credit program—dual enrollment (DE)—as well as to students who do not participate in any early credit programs in high school. Matching CLEP exam takers, dual enrollment students, and those without early college credit on race, gender, first-generation status, and SAT® score we find:  \n􀁹 High school CLEP exam takers who score 50 or higher and matriculate to a four-year college have generally higher retention and graduation rates than a comparable group of DE students. Both CLEP and DE students outperform students without early credit , although CLEP students generally have the highest retention and graduation rates by about 1 percentage point.  \n􀁹 High school CLEP exam takers who score 50 or higher and begin at a two-year college have higher transfer rates to a four-year college, higher graduation rates, and higher rates of bachelor’s degree completion than a comparable group of DE students. Both CLEP and DE students outperform students without early credit , while the CLEP students outperformed the DE students, being more likely to transfer to a four-year institution (about 13 percentage points higher), more likely to graduate within 6 years (12 percentage points higher), and more likely to earn a bachelor’s degree (7 percentage points higher) .  \n􀁹 Among first-generation college-going students and underrepresented students, those earning a CLEP score of 50 or higher have considerably higher graduation and retention rates at colleges as well as higher transfer rates from two-year to four-year colleges than comparable groups of DE students and students without early credit.  \nContents  \nIntroduction ............................................................................................................. 5  \nResearch Questions ..................................................................................................5  \nCLEP ........................................................................................................................6  \nDual Enrollment.........................................................................................................6  \nData .......................................................................................................................... 7  \nAnalysis ................................................................................................................... 7  \nMeasures ................................................................................................................. 9  \nControl and Predictor Variables.................................................................................9  \nOutcome Variables .................................................................................................. 10  \nResults ................................................................................................................... 11  \nSummary................................................................................................................ 16  \nReferences............................................................................................................. 17  \nAppendix.............................................................................","cbCail4Crl3rmcDU","https://ap.wps.com/l/cbCail4Crl3rmcDU","pdf",413487,"English","# Executive Summary\n# Introduction\n# Research Questions\n# CLEP\n# Dual Enrollment\n# Data\n# Analysis\n# Measures\n## Control and Predictor Variables\n## Outcome Variables\n# Results\n# Summary\n# References\n# Appendix\n# About College Board\n# List of Figures\n# List of Tables","[{\"question\":\"How does CLEP participation relate to retention and graduation at four-year colleges?\",\"answer\":\"High school CLEP takers scoring 50+ who matriculate to a four-year college show generally higher retention and graduation rates than a comparable dual enrollment group, with CLEP performing about 1 percentage point higher.\"},{\"question\":\"What differences appear for students who begin at two-year colleges?\",\"answer\":\"CLEP takers scoring 50+ have higher transfer rates to four-year colleges, higher graduation rates, and higher bachelor’s degree completion than comparable dual enrollment students, including a larger likelihood to transfer, graduate within 6 years, and earn a bachelor’s degree.\"},{\"question\":\"How do CLEP outcomes vary for first-generation and underrepresented students?\",\"answer\":\"Among first-generation and underrepresented students, a CLEP score of 50+ corresponds to considerably higher graduation and retention rates and higher transfer rates from two-year to four-year colleges than comparable dual enrollment and no-early-credit groups.\"}]","High School CLEP - Test Taking, Dual Enrollment, and College Outcomes | PDF",1792048105]