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Dual Enrollment: Bridging the Agendas of College Completion and Equity
This quantitative study examined the student records of a California community college recognized as a dual enrollment leader in the state. the purpose of the study was to evaluate the influence of demographic and academic variables on college persistence for underserved students that participated in dual enrollment programs. Chi-Square analyses were conducted using data collected from the research site to determine if there was a difference in college persistence between students that participated in dual enrollment and those that did not. the results of the analyses reflected that a greater than expected number of dually enrolled students persisted in college and a lesser than expected number of non-dually enrolled students persisted in college. Put differently, there was a significant positive difference in college persistence between students that participated in dual enrollment and those that did not. in addition, logistic regression analysis was performed to determine if a dual enrollment math, English, or career and technical education course taken by underserved students predicted college persistence. Dual enrollment math and CTE courses were found to be significant predictors of college persistence. This study also discovered that, in general, a disproportionately lower percentage of African American and male students persisted in college.
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