Dual Credit/Dual Enrollment and Data Driven Policy Implementation

Eric Lichtenberger, M. Allison Witt, Bob Blankenberger, Doug Franklin

Research output: Contribution to journalArticlepeer-review


The use of dual credit has been expanding rapidly. Dual credit is a college course taken by a high school student for which both college and high school credit is given. Previous studies provided limited quantitative evidence that dual credit/dual enrollment is directly connected to positive student outcomes. In this study, predictive statistics were calculated using the generalized linear mixed model function in SPSS. For the final analysis, a two-level, propensity score weighted, multinomial logistic regression model was developed. Findings of this study are that even after controlling for selection bias, variation across high schools, and several education and socioeconomic status variables, dual credit/dual enrollment was significantly related to increased odds of enrolling at both four-year institutions and community colleges upon high school graduation. The opportunity presented by dual credit expansion and related policy recommendations are explored within the state and federal completion agenda context.

Original languageEnglish (US)
Pages (from-to)959-979
Number of pages21
JournalCommunity College Journal of Research and Practice
Issue number11
StatePublished - Nov 2014

ASJC Scopus subject areas

  • Education


Dive into the research topics of 'Dual Credit/Dual Enrollment and Data Driven Policy Implementation'. Together they form a unique fingerprint.

Cite this