This research brief examines the impact of dual credit participation on second-year persistence and first-year GPA, broken down by gender. It also explores whether dual credit courses can help narrow the gap in outcomes between female and male students. The first brief in this series (ED611821) already revealed a gap in dual credit participation between females and males. In this data sample, 60.5% of participants were female, while 39.5% were male. Dual credit courses provide benefits for both female and male students, and a greater public investment in dual credit would likely improve second-year persistence and academic performance for students overall. Dual credit also shows promise in helping address historic gender inequalities along with new and emerging gaps in outcomes. This is the third of six research briefs on dual credit in Kentucky.