Term of Award

Summer 2022

Degree Name

Doctor of Education in Educational Leadership (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Department

College of Education

Committee Chair

Juliann McBrayer

Committee Member 1

Cordelia Zinskie

Committee Member 2

Richard Cleveland

Abstract

As of 2019, all 50 states have an official dual enrollment policy or program that allows high school students to enroll in college to earn both high school and college credits. Dual enrollment programs have been around since 1990, and much of the research has shown a positive relationship between dual enrollment participation, college retention, and graduating; however, research is limited on college retention beyond the first year and graduation. Access to dual enrollment programs is limited for minoritized and low-income students. This study utilized archival data from the University System of Georgia in an ex post facto research design using logistic regression analysis to explore the relationship between a student’s dual enrollment participation, race, socioeconomic status, and college retention outcomes beyond the first year and graduation. Findings from this quantitative study indicated that the predictor variables dual enrollment participation, race, and socioeconomic status (based on receiving the Pell Grant) were significant in predicting retention and graduation rates. The outcomes of this study are intended to assist legislators, policymakers, secondary and higher education administrators, and other dual enrollment proponents with the future development of dual enrollment policies and address potential concerns of program access due to students’ race and socioeconomic status.

Research Data and Supplementary Material

No

Share

COinS