The Effects of Dual-Enrollment Programs on Students’ Post-Secondary Academic Performance

Abstract

Abstract Early college programs allow high school students to go beyond the advanced courses that the high school offers. Much of the literature on this topic focuses on small sample sizes, theories, or qualitative evidence; quantitative evidence of such a relationship is lacking. This study will examine the relationship between early college programs and academic performance, as well as graduation and retention rates and provide quantitative evidence of such relationships. The study uses survey data collected from two public universities in the state of Michigan. The results suggest that dual enrollment participation has a significant and positive effect on students’ college grade point average (GPA). Based on our results, dual enrollment participation is beneficial to students and should be encouraged. Because of the quantitative nature of the data, policy makers can use it to make informed decisions about early college programs and how these programs may benefit their students and institutions.