Maryland has a strong educational system with a state legislature actively establishing policy through legislation to benefit its citizens. Often these legislated policies need to be implemented with benchmarks or considerations for the differences between the counties. This study addressed the impact of dual enrollment programs created by legislation in Maryland to increase degree completion among Maryland residents by 2025, specifically the Career and College Readiness and College Completion Act of 2013.The study aimed to test the theory that these programs enhance degree completion and effectively increase enrollment through a nonexperimental, descriptive, quantitative approach utilizing existing data, focusing on three Maryland counties to evaluate the influence of geographic location. Questions addressed include: What was the change in dual enrollment participation after the implementation of the Career and College Readiness and College Completion Act of 2013? Can geographic location influence dual enrollment participation? Does dual enrollment participation at Maryland public 4-year institutions improve graduation rates? The findings indicate a gradual increase in participation after the legislation's implementation in 2013, although the percentage change is relatively modest. However, even a modest increase in dual enrollment can provide valuable college-level coursework and credits to high school students. The influence of geographic location on dual enrollment participation is acknowledged. However, more graduation data from Maryland public 4-year universities would make evaluating the program's impact on graduation rates easier. The conclusion highlights the potential of dual enrollment programs, promoting college readiness and access, and the importance of partnerships and funding formulas. Research on best practices and addressing research gaps is emphasized focusing on understanding the implications and attributes of dual enrollment programs in different counties. Recommendations for future approaches in dual enrollment programs and partnerships are also considered. Ultimately, this study contributes to the ongoing conversation on improving the transition from high school to college and increasing the number of individuals with college degrees. [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.]