Socioeconomic disparities in the retention and graduation rates of dual-enrolled students

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.