Date of Award

8-9-2017

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

John Kuykendall, III

Abstract

As policymakers focus on increased access and completions, higher education institutions and secondary schools seek innovative ways to facilitate student success. Community colleges recruit within area high schools in a variety of ways to engage students early and steer them on a pathway to completion. As such, dual credit programs are of particular interest as researchers conclude initiatives not only address issues impeding student success, but also provide support for traditionally underserved and underprepared populations. The primary focus of this study was to examine the ways in which dual credit participation might impact rural Arkansas students’ success on a path into and through postsecondary education. The results of this study provide evidence to further support the emerging body of research literature and practice which has suggested that integrating college-level curriculum in high school improves preparation of a wider range of individuals for college success. More specific, dual credit participation was found to have a statistically significant impact on rural Arkansas students’ decisions to immediately enroll in college following high school graduation, attainment of 20 or more credits during the first year of college, and persistence to a second year.

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