Document Type
Article
Publication Date
Fall 2022
Description
The purpose of this non-experimental quantitative study was to evaluate the relationships between completion of high school dual enrollment courses and subsequent success of first-time, full-time community college students as measured by completion of an associate degree and time to completion of the degree. In addition to comparing dual and non-dual enrollment student performance, the effects of the number of dual enrollment courses completed and the subject areas of those courses were evaluated. Student subgroups reviewed included gender, race, socioeconomic status, and prior academic preparation (ACT score). Archival data from Tennessee community colleges used in this study included 62,644 students across four years (2015-2018) comprising 11,949 dual enrollment students and 50,695 non-dual enrollment students. Six research questions were answered from these data utilizing independent samples t tests, twoway contingency tables using crosstabs, Pearson correlations, logistic regression, or descriptive statistics. Findings revealed that completing just one dual enrollment course significantly increased the probability of completing an associate degree, and this finding was consistent across all subgroups studied. In addition, dual enrollment students completed associate degrees in significantly less time. Completing more dual enrollment courses tended to further increase the probability of completing a degree and further reduce the time to completion.
Citation Information
Mellons, Victoria N.; Channing, Jill; Ko, Kwangman; Lampley, James; and Moreland, Amy, "Relationships Between Dual Enrollment Parameters and Community College Success in Tennessee" (2022). ETSU Faculty Works. 983.
https://dc.etsu.edu/etsu-works-2/983
Copyright Statement
This article was published in the journal Education Leadership Review of Doctoral Research.