Dual credit, which allows students to simultaneously earn high school and college credit for the same course, is widely-implemented across the country. Dual credit is thought to promote student success in higher education. However, there is limited research on whether dual credit courses taken in high school positively influence college-level outcomes. Using Ordinary Least Squares and Logistic analysis to control for student background characteristics, this study examines the relationship between dual credit and student success in college, specifically freshman grade point average and college graduation. The study examines an existing dataset from the Texas Higher Education Coordinating Board that includes approximately 35,870 students. Results suggest that dual credit positively influences college outcomes. / text
| Identifer | oai:union.ndltd.org:UTEXAS/oai:repositories.lib.utexas.edu:2152/31003 |
| Date | 08 September 2015 |
| Creators | Garbee, Kelty T. |
| Contributors | Saenz, Victor B., Sharpe, Edwin Reese |
| Source Sets | University of Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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