<p>This dissertation investigates whether dual credit students' academic performance in subsequent university courses is comparable to that of non-dual-credit students. The study uses data from a Midwest regional public university over a ten-year period and employs propensity score matching and proportional odds ordinal logistic regression to create balanced comparison groups and analyze the results. The findings indicate that students who completed the prerequisite course as dual credit have similar grades in subsequent university courses as those who completed the prerequisite course as a university student. The study also identifies significant predictors of academic performance in subsequent university courses, such as sex, historically underserved groups status, high school GPA, and course subject, regardless of dual credit status. However, first-generation status, SAT scores, and the time between courses are not statistically significant predictors. These results suggest that dual credit students are as prepared for subsequent university courses as non-dual-credit students. Nevertheless, academic outcomes differ based on certain factors, which should be considered when designing student success initiatives and allocating resources.</p>