Dual-Credit and Non-Dual-Credit College Students: Differences in Second-Semester GPAs

• In Event: Poster Session 2
  In Poster Session: Learning Environments Poster Session

Abstract

In this investigation, we ascertained the extent to which differences were present by gender and ethnic membership in the second semester GPAs between dual credit and non-dual credit enrollment students. A large dataset was obtained from a Texas community college. Both males and females who had been enrolled in dual credit while in high school had higher second semester GPAs than did males and females who had not been enrolled in dual credit while in high school. Similar statistically significant results were present for Hispanic, Black, and White students. As such, dual credit programs offer promise for enhancing student college success as determined by their GPAs. Implications of our findings with respect to the AERA 2014 Conference theme are discussed.

Authors

• Robert D. Young, Sam Houston State University

• John R. Slate, Sam Houston State University

• George W. Moore, Sam Houston State University

• Wally Barnes, Sam Houston State University