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Vol.5 , No. 1, Publication Date: Dec. 27, 2017, Page: 1-10
. In all instances, students who completed a dual credit course while enrolled in high school earned statistically significantly higher average first semester GPAs in community college than did students who did not complete a dual credit course while enrolled in high school. Implications and recommendations for future research were discussed.&picture=http://www.aascit.org/aascit/decorators/img/journal/910.jpg)
| [1] | Dorothy Dixon, Department of Educational Leadership, Sam Houston State University, Huntsville, USA. |
| [2] | John R. Slate, Department of Educational Leadership, Sam Houston State University, Huntsville, USA. |
| [3] | George Moore, Department of Educational Leadership, Sam Houston State University, Huntsville, USA. |
| [4] | Wally Barnes, Department of Educational Leadership, Sam Houston State University, Huntsville, USA. |
| [5] | Robert D. Young Jr., Department of Educational Leadership, Sam Houston State University, Huntsville, USA. |
In this study, the degree to which differences were present in first semester GPAs by dual credit enrollment status for Texas community college students were examined for the 2012-2013 through the 2014-2015 academic years. Inferential statistical analyses revealed the presence of statistically significant differences in first semester GPAs for all students, separately by gender, and then by ethnicity/race (i.e., Asian, White, Hispanic, and Black). In all instances, students who completed a dual credit course while enrolled in high school earned statistically significantly higher average first semester GPAs in community college than did students who did not complete a dual credit course while enrolled in high school. Implications and recommendations for future research were discussed.
Keywords
Dual Credit, Texas Community College, First Semester GPAs, Asian, White, Hispanic, Black, Gender
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