Abstract
PurposeThis research examine participation in a dual enrollment program and a student's race and socioeconomic status. In addition to examining the college retention and graduation rates (student success) of dual and non-dual enrolled students, this study looked at potential race and socioeconomic disparities.Design/methodology/approachA quantitative ex post facto research design using logistic regression was used to analyze data from the University System of Georgia (N = 28,664) to determine the relationships between participation in a dual enrollment program, students' race and socioeconomic status and their retention and graduation.FindingsFindings from this quantitative study indicated that the predictor variables dual enrollment participation, race and socioeconomic status were significant in predicting retention and graduation outcomes.Originality/valueThis study adds to existing research indicating that students from different races and socioeconomic statuses, who participated in a high school dual enrollment program, are being retained beyond the first year in college and graduating at higher rates than non-dual enrolled students.
Reference28 articles.
1. An, B.P. and Taylor, J.L. (2019), “A review of empirical studies on dual enrollment: assessing educational outcomes”, in Paulsen, S. and Perna, L. (Eds), Higher Education: Handbook of Theory and Research, 1st ed., Vol. 34, pp. 99-151, doi: 10.1007/978-3-030-03457-3.
2. Dual enrollment student achievement in various learning environments;Journal of Learning in Higher Education,2017
3. Childhood intelligence, family background, and gender as drivers of socioeconomic success: the mediating role of education;Developmental Psychology,2019
4. Registration patterns, student characteristics and dual enrollment success in Georgia;Journal of Applied Research in Higher Education,2021