Socioeconomic disparities in the retention and graduation rates of dual-enrolled students

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

Purpose: This research examine participation in a dual enrollment program and a student's race and socioeconomic status. In addition to examining the college retention and graduation rates (student success) of dual and non-dual enrolled students, this study looked at potential race and socioeconomic disparities. Design/methodology/approach: A quantitative ex post facto research design using logistic regression was used to analyze data from the University System of Georgia (N = 28,664) to determine the relationships between participation in a dual enrollment program, students' race and socioeconomic status and their retention and graduation. Findings: Findings from this quantitative study indicated that the predictor variables dual enrollment participation, race and socioeconomic status were significant in predicting retention and graduation outcomes. Originality/value: This study adds to existing research indicating that students from different races and socioeconomic statuses, who participated in a high school dual enrollment program, are being retained beyond the first year in college and graduating at higher rates than non-dual enrolled students.

Original languageEnglish
Pages (from-to)1081-1092
Number of pages12
JournalJournal of Applied Research in Higher Education
Volume16
Issue number4
DOIs
StatePublished - Jul 9 2024

Scopus Subject Areas

  • Education

Keywords

  • Dual enrollment
  • Graduation
  • Higher education
  • Low-income
  • Pell grant
  • Race
  • Retention
  • Socioeconomic status

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