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

In this investigation, we ascertained the extent to which differences were present in dual credit enrollment by gender and by ethnicity for students ( ) enrolled in a Texas community college from the 2005-2006 through the 2011-2012 academic years. Statistical analyses revealed an increase in the numbers (i.e., from 3,069 to 3,664) and percentages (i.e., from 12.2% to 19.5%) of students who were enrolled in dual credit courses over the time period analyzed. Moreover, higher percentages of women (i.e., 20.8% in the most recent academic year) had enrolled in dual credit courses while in high school than men (i.e., 17.9% in the most recent academic year). Differences were also present as a function of ethnicity, with 33.1% Asian, 25.3% White, 17.4% Hispanic, and 7.5% Black students having been enrolled in dual credit in the most recent academic year. Differences were also revealed by gender for Hispanic and White students, but not for Asian and Black students. Implications of our findings are discussed. 1. Introduction State efforts to promote high school success and college readiness in Texas are covered under HB1 that explains how each local educational agency is required to provide opportunities for students to earn college credit while still enrolled in high school. Dual credit in Texas is one of several programs in which Texas students can earn college credit while still enrolled in high school. As dual credit programs differ in their definitions, for purposes of this paper, we are using the definition by the Texas Higher Education Coordinating Board (THECB), as a process that allows high school students to enroll in a college course and receive both high school and college credit [1]. Currently, most of the dual credit courses in Texas are offered by community colleges [2]. Dual credit has been promoted as a way to reduce college costs, to shorten the amount of time required, to obtain a degree, and to increase matriculation rates into college [1]. Correa and Kouzekanani [3] documented that dual credit courses exposed students to college while the students were still in high school, which builds experiences and allows students an easier transition into college life. Benefits were noted after dual credit courses were established in high schools. Andrews [4] noted that above average high school students would be challenged by the college coursework in a dual credit course, which would then keep them involved in high school. Bailey et al. [5] also reported that dual credit students who were seniors tended to graduate from high school at a higher rate