Short Title
Texas Undergraduate Dual Credit Experiences
Keywords
dual credit, college readiness, school leadership, undergraduate education
Abstract
There has been considerable expansion in the availability of dual credit coursework, however, there is still a lack of understanding regarding how effective these programs are in equipping students for success in post-secondary education (Struhl & Vargas, 2012). This study used a mixed-methods approach to explore the relationships between various components of dual credit programs and the experiences of first-time undergraduate students. The results of a hierarchical multiple regression indicated a statistically significant relationship between the modality of dual credit coursework and students’ first-year undergraduate GPAs but not between the setting of the two factors. Further, the results did not indicate statistically significant relationships in either structural component when factoring in first-generation status, race, or gender. Additionally, 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, including academic preparation and rigor, support systems and guidance, workload, burnout, and wellbeing, and access, affordability, and academic pathways.
Recommended Citation
Pannell, Summer and Goddard, Jennifer D.
(2026)
"Dual Credit Enrollment and First-Year Undergraduate Experience in Texas: Insights from a Mixed Methods Study,"
School Leadership Review: Vol. 21:
Iss.
1, Article 6.
Available at:
https://scholarworks.sfasu.edu/slr/vol21/iss1/6
Included in
Curriculum and Instruction Commons, Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Online and Distance Education Commons
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