Is Dual Enrollment a Predictor of Academic Success?


  • Jennifer Lude Washington University in St. Louis
  • Faxian Yang



dual enrollment, institutional research, college graduation, student success


As almost all institutions of higher education continue to face enrollment issues, they must consider evidence-based strategies to sustain and increase recruitment, matriculation, retention, and graduation. Policy makers and educational administrators expect that dual enrollment provides institutions of higher education an opportunity to invest early in student success by encouraging students to pursue postsecondary education while decreasing cost and time to graduation. However, findings across multiple studies suggest that dual enrollment does not necessarily always increase a student’s chance for positive post-secondary school outcomes. This study analyzed data from a R1 southern flagship institution to determine if dual enrollment was a predictor for college graduation. Use of descriptive statistics, ANOVA, and stepwise logistic regression determined that dual enrollment alone did not increase the probability of graduation. Variables impacting graduation and dual enrollment characteristics are discussed and recommendations provided for institutions.


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