Grade Point Average Differences between Dual and Nondual Credit College Students

Abstract

We examined the first and final term grade point averages (GPA) for a class of students at a Texas community college to determine how dual enrollment credit influenced GPA. Five statistically significant differences, albeit small effect sizes, were present by gender and by ethnic membership. Dual credit students had higher GPAs than did nondual credit students. Interestingly, dual enrollment did not have a statistically significant influence on GPAs for Asian students or for students after two years at this community college. As such, this study is the first research investigation of which we are aware in which student GPA in the first college semester and at the end of the second year was compared between dual credit and nondual credit students. Implications of our findings and suggestions for future research are provided.

Early College Credit Programs Positively Impact Student Success

“…However, parents, teachers, students, and even state legislatures now turn to early college credit programs to also help students to offset the growing expense of a college degree and to improve the graduation rates of their students (O’Keefe et al, 2010). There have been a multitude of studies that have measured the effectiveness of these differing programs and many have reported that a challenging curriculum in high school, like those presented via CEPs and the exam-based AP ® program, is highly correlated with postsecondary degree attainment (Adelman, 1999; Goldrick-Rab & Rakso, 2008; Mattern, Marini, & Shaw, 2013; Young et al, 2013).…”

“…Researchers have suggested that providing high school students opportunities to earn college credit while still in high school by enrolling in early college programs better prepares students for subsequent rigorous academic and challenging coursework (Bailey & Karp, 2003), keeps advanced students interested in their high school curriculum (Brewer, Stern, & Ahn, 2007), and can offset the growing expense of a college degree (Bailey & Karp, 2003; O’Keefe, Hayes, Easton-Brooks, & Johnson, 2010). In addition, studies have claimed that college credits earned while in high school positively increase college enrollment rates (Chen, 2016), collegiate grade point averages (GPAs; Young, Joyner, & Slate, 2013), students’ self-confidence (Bailey & Karp, 2003; Speroni, 2011), high school graduation rates (Bowers, 2016; Hughes, 2010; Karp & Hughes, 2008; Lewis & Overman, 2008; O’Keefe et al, 2010), and postsecondary degree attainment (Adelman, 1999; Goldrick-Rab & Rakso, 2008; Young et al, 2013).…”

“…These claims include reasons such as, high school students do not have the time or the emotional maturity to do well, the high school cannot replicate the college classroom, grade inflation occurs in the high school setting, and perceived bias when programs conduct self-evaluations (Allen & Dadgar, 2012; Janos, Robinson, & Lunneborg, 1989; Zimmerman, 2012). Yet, as programs that allow high school students to earn early college credit continue to expand, it is increasingly important to improve our understanding of the effects of these programs on relevant metrics of student success (Speroni, 2011; Young et al, 2013).…”

Dual Credit Enrollment: A Multiyear Study of Gender and Ethnic Differences

“…In previous studies (e.g., [5,[8][9][10][11]20]), students who completed dual credit courses were as successful as or more successful in their freshman college courses than those students who did not complete dual credit courses. What is lacking in the research literature is information on current trends in dual credit enrollment in Texas.…”

“…Furthermore, the efficacy of dual credit in college preparatory work for high school students planning on going to college has been demonstrated [20][21][22][23][24]. Additionally, students who enroll in dual credit while in high school are more likely to persist in college than students who do not enroll in dual credit courses [6,7].…”