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A Study of Dual Enrollment and Community College Persistence

Wintermeyer, Lauren Ann
Degree Grantor:
University of California, Santa Barbara.Education
Degree Supervisor:
Hudley Cynthia
Place of Publication:
[Santa Barbara, Calif.]
University of California, Santa Barbara
Creation Date:
Issued Date:
Postsecondary education
Dual Enrollment
Concurrent Enrollment
Community College

This study examined archival institutional data of former dual enrollment students and their direct entry peers who were first-time college students at Santa Barbara City College (SBCC). The sample of 764 students graduated from local service area high schools in spring 2008 and matriculated to SBCC in fall 2008. The study compared measures of achievement and indicators of persistence for all students over three academic years, ending spring 2011, and used measures of statistical significance to determine if differences existed based on prior dual enrollment status and location of dual enrollment experience. Measurements of persistence included enrollment full-time versus part-time and college transferable unit accumulation. Achievement leading to persistence was determined by placement into college-level coursework, grade point average at two points in time, and completion of college transferable units. Differences between former dual enrollment students and their direct entry peers were statistically significant. Former dual enrollment students were more likely to enroll full-time, required less basic skills remediation, achieved higher average GPAs, and accumulated more transferable college units. Further statistical analysis compared student records by three locations of dual enrollment experience: high school campus, college campus, or a combination of both the high school and college campuses. Data analyses indicated that former dual enrollment students who took courses on their high school campus and the college campus enrolled full-time at a higher rate, earned a higher average GPA at both points of measurement, placed into college-level math and English courses at a higher rate, and achieved more transferable college units than any other subgroup.

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