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Abstract

This study investigates the dual credit (DC) college readiness indicator among secondary students in Texas during 2019–2021 COVID-19. Utilizing publicly available administrative data from the Texas Education Agency and a hierarchical linear model, the paper identifies changes in Texas school districts’ college readiness DC course completion rates across demographic and geographic factors. Findings indicated a steadiness in course participation and an increase in successful completion throughout the years. Compared to White students, students who are African American, Asian American, or low socioeconomic students showed lower success. However, emergent bilingual learners and students who are Latine showed no significant difference. Using the city as the normed geographic location, rural and towns fared better than their suburban peers. As DC is a primary implementation method for gifted-identified students in Texas high schools, study results demonstrate that despite DC course completion remaining stable, disparities among gifted-identified students of color and marginalized groups exist.

Keywords

gifted education high school dual credit college readiness COVID-19 multilevel modeling

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Dual Credit Completion in Texas from 2019–2021: An Examination of the COVID-19 Years

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