A comprehensive new case study by Enrique Carbone provides a vital baseline evaluation of how Concurrent Enrollment (CE) and Advanced Placement (AP) credits impact higher education outcomes for students across Arkansas.
Carbone’s Capstone project was fostered through an internship with the Arkansas Department of Education (ADE) and the academic supervision of Dr. Al Bavon, Professor of Public Administration.
“What really made me choose the Arkansas Department of Education was my interest in education policy, my familiarity with the department, and the fact that I had worked there prior to Clinton School,” he said. “I have also always been interested in bridging the gap between K-12 and higher education, and ADE gave me the opportunity to complete a project directly related to that interest.”
Carbone conducted a comprehensive Arkansas case study. Using data gathered from colleges and universities across the state, he analyzed the higher education credit outcomes of students who participated in Advanced Placement and Concurrent Enrollment programs.
“One of the most evident findings involved credit recognition and how inconsistencies across institutions can impact student outcomes,” Carbone noted. “Using survey, regression, and interview data, the study found that earlier participation, clear advising, and stronger credit transfer alignment are important to make early college pathways consistent for Arkansas students.”
Carbone developed a final report, an executive summary, and policy implementation drafts to provide a baseline evaluation of higher education outcomes as the state’s ACCESS Act is implemented. His findings suggest that Arkansas could strengthen student outcomes through recommendations that include clearer implementation structures, more effective communication systems, and stronger coordination around college credit recognition and transferability.
“One of the most memorable parts of my Capstone was connecting with higher education institutions across Arkansas and having thoughtful conversations about the study and its implications,” Carbone said. “I also enjoyed presenting my findings to ADE and hearing insights from representatives at the Arkansas Division of Higher Education, which helped several parts of the project click into place. It also showed me the value of viewing higher education as a more unified system.”
In addition to sharpening his skills in policy analysis, data evaluation, program evaluation, and stakeholder communication, Carbone noted that the experience deepened his understanding of how state systems function to improve public policy.
“These are skills I hope to continue building in a future career focused on research, evaluation, and education policy,” he said.
The project capped off a rigorous graduate tenure for Carbone, who officially graduated from the Clinton School this May. Carbone originally entered the Master of Public Service program on a full scholarship following recommendations from University of Central Arkansas Professors Dr. Kim Hoffman and Dr. Joe Howard.
Throughout his two years at the Clinton School, Carbone built a wide public service portfolio, including a Practicum project with Mamas Unidas LR, an International Public Service Project with Evidence for Democracy in Canada, and a graduate assistantship with Arkansas Advocates for Children and Families.
Looking forward, Carbone plans to pursue a career focused on research, evaluation, and education policy, with long-term goals that may include doctoral studies.
“Just as others have made a lasting impact on me, I want to carry that forward through work in education, civic engagement, and strengthening democracy,” he said.