The purpose of this study was to perform an equity analysis of the dual credit program at one central Texas community college, considering student demographic factors including gender, race/ethnicity, economic disadvantage, and school district type, to determine potential gaps in level of participation, frequency of completion, and academic achievement among targeted student subpopulations. Three elements of the program were examined. First, proportional dual credit enrollment for the demographic groups at each participating high school were assessed by means of a ratio between each school's dual credit cohort (involving total students for fall semesters 2017, 2018, and 2019) and its total student population. Student completion rates and academic achievement in two basic, first-year courses were also examined using aggregate data for public high school students who enrolled in HIST 1301, U. S. History I, and ENGL 1301, Composition I, for the fall semesters of 2017, 2018, and 2019. Completion rate data were analyzed by means of the chi-square test. A factorial analysis of variance (ANOVA) was employed to determine the significance of the relationship between the variables relating to academic achievement as measured by final course grade. The results of this study indicated lower proportional enrollment in the dual credit program for male, economically disadvantaged, and minority students. Further, statistically significant differences were discovered for course completion and academic achievement for HIST 1301 and ENGL 1301 related to economic disadvantage, race/ethnicity, school district type, and course delivery method. Recommendations proposed development of dual credit marketing materials focused on affordability, a pilot of Students of Color and First Generation Student programs for dual credit students, and expansion of Supplemental Instruction to online courses restricted to dual credit enrollment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]