In 2015, the number of students enrolled in dual credit coursework in United States (U.S.) schools had reached over 1.4 million, a 68% increase over the previous few years (Field, 2021). By this year, 88% of U.S. high schools offered dual credit programs, and 34% of students enrolled in dual credit coursework, indicating a steady growth in dual credit programming (Rhine, 2022). Furthermore, 27% of public high school students in Texas earned credit for dual credit coursework (Villarreal, 2017). Despite significant growth in dual credit coursework offerings, limited knowledge of the effectiveness of these programs in preparing students for post-secondary success remains limited (Struhl & Vargas, 2012). This mixed methods study explored the relationships between various components of dual credit programs and the experiences of first-time undergraduate students. Specifically, the study explored the relationships between the setting and modality of dual credit coursework, student demographic factors, and the number of dual credit transfer hours and first-year undergraduate grade point average (GPA). A qualitative follow-up explored student perceptions regarding the influence of dual credit coursework on their choice of institution and major, as well as their adaptability to the college experience.
The results of a multiple regression indicated that there were no statistically significant relationships between the number of transfer hours, the modality of dual credit coursework, or the setting of dual credit coursework and students’ first-year undergraduate GPAs. Furthermore, these results did not indicate statistically significant differences in the mean GPAs of students based on student demographic factors, including gender, race, and first-generation college student status. A thematic analysis of a virtual focus group interview transcript using inductive coding revealed several themes related to students’ perspectives on the influence of dual credit course enrollment on their college experience. Among these themes were academic preparation, academic support and guidance, burnout, non-academic support and guidance, access, affordability, academic and career choices, and college transition.
","abstract_html":"<p>In 2015, the number of students enrolled in dual credit coursework in United States (U.S.) schools had reached over 1.4 million, a 68% increase over the previous few years (Field, 2021). By this year, 88% of U.S. high schools offered dual credit programs, and 34% of students enrolled in dual credit coursework, indicating a steady growth in dual credit programming (Rhine, 2022). Furthermore, 27% of public high school students in Texas earned credit for dual credit coursework (Villarreal, 2017). Despite significant growth in dual credit coursework offerings, limited knowledge of the effectiveness of these programs in preparing students for post-secondary success remains limited (Struhl & Vargas, 2012). This mixed methods study explored the relationships between various components of dual credit programs and the experiences of first-time undergraduate students. Specifically, the study explored the relationships between the setting and modality of dual credit coursework, student demographic factors, and the number of dual credit transfer hours and first-year undergraduate grade point average (GPA). A qualitative follow-up explored student perceptions regarding the influence of dual credit coursework on their choice of institution and major, as well as their adaptability to the college experience.</p> <p>The results of a multiple regression indicated that there were no statistically significant relationships between the number of transfer hours, the modality of dual credit coursework, or the setting of dual credit coursework and students’ first-year undergraduate GPAs. Furthermore, these results did not indicate statistically significant differences in the mean GPAs of students based on student demographic factors, including gender, race, and first-generation college student status. A thematic analysis of a virtual focus group interview transcript using inductive coding revealed several themes related to students’ perspectives on the influence of dual credit course enrollment on their college experience. Among these themes were academic preparation, academic support and guidance, burnout, non-academic support and guidance, access, affordability, academic and career choices, and college transition.</p>","abstract_has_math":false,"creators":["Goddard, Jennifer D. Coker"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Secondary Education and Educational Leadership","degree_department":null,"school":null,"contributors":["Summer Pannell","Brian Uriegas","Andrew Southerland"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-05-11T07:00:00Z","date_published":"2024-05-11T07:00:00Z","updated_at":"2026-07-24T04:30:45Z","subjects":["Dual Credit","Student Success","Texas","Mixed Methods","Postsecondary","GPA","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Higher Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/547","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Summer Pannell","Brian Uriegas","Andrew Southerland"]},{"key":"dc:creator","label":"Author","values":["Goddard, Jennifer D. Coker"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-05-14T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Secondary Education and Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Dual Credit","Student Success","Texas","Mixed Methods","Postsecondary","GPA","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Higher Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/547"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In 2015, the number of students enrolled in dual credit coursework in United States (U.S.) schools had reached over 1.4 million, a 68% increase over the previous few years (Field, 2021). By this year, 88% of U.S. high schools offered dual credit programs, and 34% of students enrolled in dual credit coursework, indicating a steady growth in dual credit programming (Rhine, 2022). Furthermore, 27% of public high school students in Texas earned credit for dual credit coursework (Villarreal, 2017). Despite significant growth in dual credit coursework offerings, limited knowledge of the effectiveness of these programs in preparing students for post-secondary success remains limited (Struhl & Vargas, 2012). This mixed methods study explored the relationships between various components of dual credit programs and the experiences of first-time undergraduate students. Specifically, the study explored the relationships between the setting and modality of dual credit coursework, student demographic factors, and the number of dual credit transfer hours and first-year undergraduate grade point average (GPA). A qualitative follow-up explored student perceptions regarding the influence of dual credit coursework on their choice of institution and major, as well as their adaptability to the college experience.
The results of a multiple regression indicated that there were no statistically significant relationships between the number of transfer hours, the modality of dual credit coursework, or the setting of dual credit coursework and students’ first-year undergraduate GPAs. Furthermore, these results did not indicate statistically significant differences in the mean GPAs of students based on student demographic factors, including gender, race, and first-generation college student status. A thematic analysis of a virtual focus group interview transcript using inductive coding revealed several themes related to students’ perspectives on the influence of dual credit course enrollment on their college experience. Among these themes were academic preparation, academic support and guidance, burnout, non-academic support and guidance, access, affordability, academic and career choices, and college transition.
"]},{"key":"dc:title","label":"Title","values":["The Impact of Dual Credit on Student Success: A Mixed Methods Study at a Texas University"]}]}],"canonical_facts":{"dc:contributor":["Summer Pannell","Brian Uriegas","Andrew Southerland"],"dc:creator":["Goddard, Jennifer D. Coker"],"dc:date.available":["2024-05-14T07:00:00Z"],"dc:description.abstract":["In 2015, the number of students enrolled in dual credit coursework in United States (U.S.) schools had reached over 1.4 million, a 68% increase over the previous few years (Field, 2021). By this year, 88% of U.S. high schools offered dual credit programs, and 34% of students enrolled in dual credit coursework, indicating a steady growth in dual credit programming (Rhine, 2022). Furthermore, 27% of public high school students in Texas earned credit for dual credit coursework (Villarreal, 2017). Despite significant growth in dual credit coursework offerings, limited knowledge of the effectiveness of these programs in preparing students for post-secondary success remains limited (Struhl & Vargas, 2012). This mixed methods study explored the relationships between various components of dual credit programs and the experiences of first-time undergraduate students. Specifically, the study explored the relationships between the setting and modality of dual credit coursework, student demographic factors, and the number of dual credit transfer hours and first-year undergraduate grade point average (GPA). A qualitative follow-up explored student perceptions regarding the influence of dual credit coursework on their choice of institution and major, as well as their adaptability to the college experience.
The results of a multiple regression indicated that there were no statistically significant relationships between the number of transfer hours, the modality of dual credit coursework, or the setting of dual credit coursework and students’ first-year undergraduate GPAs. Furthermore, these results did not indicate statistically significant differences in the mean GPAs of students based on student demographic factors, including gender, race, and first-generation college student status. A thematic analysis of a virtual focus group interview transcript using inductive coding revealed several themes related to students’ perspectives on the influence of dual credit course enrollment on their college experience. Among these themes were academic preparation, academic support and guidance, burnout, non-academic support and guidance, access, affordability, academic and career choices, and college transition.
"],"dc:identifier":["https://scholarworks.sfasu.edu/etds/547"],"dc:subject":["Dual Credit","Student Success","Texas","Mixed Methods","Postsecondary","GPA","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Higher Education Administration"],"dc:title":["The Impact of Dual Credit on Student Success: A Mixed Methods Study at a Texas University"],"thesis:degree_discipline":["Secondary Education and Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T04:30:45Z"}