ERIC Number: EJ1022696
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 25
Student Participation in Dual Enrollment and College Success
Jones, Stephanie J.
Community College Journal of Research and Practice, v38 n1 p24-37 2014
The study investigated the impact of dual enrollment participation on the academic preparation of first-year full-time college students at a large comprehensive community college and a large research university. The research design was causal-comparative and utilized descriptive and inferential statistics. Multivariate analysis of variances were used to address the specific research question of whether dual enrollment participation and course completion impacts the cumulative college grade point average and first completed year persistence rates of first-year full-time college students. The results of the study revealed that dual enrollment participation does have a statistically significant role in higher cumulative college GPA for first-year full-time college students at both institutions studied. Students that attended the community college did not have statistically significant better persistence rates, but students at the research university who had prior dual enrollment credits did have statistically significant higher persistence rates than those students who did not. The results of the study add to the literature on the academic benefits of dual enrollment participation, as well as provide college and high school administrators a better understanding of how dual enrollment participation prepares students for academic success as they transition to full-time college enrollments.
Descriptors: Dual Enrollment, Community Colleges, Research Universities, Academic Achievement, Comparative Analysis, Multivariate Analysis, Grade Point Average, Correlation, Statistical Significance, Academic Persistence, Reliability, Student Characteristics, Gender Differences, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Two Year Colleges; Secondary Education; High Schools
Authoring Institution: N/A