While setting up dual credit courses for high school students, I encountered resistance from university departments and faculty in allowing high school students access to entry-level college classes, especially in the online format (even when it already existed). Thus, I conducted research to evaluate high school student’s performance (based on final grades) in online, face-to-face, and hybrid college classes compared to post-secondary (undergrad) students in the same courses and using the same delivery methods. Come to this session to see the surprising results and how the data influenced educators' opinions about high school students' abilities.
