Predictors of College Success Outcomes in Emerging Adults: The Role of High School Dual Enrollment Courses

Abstract

The current study seeks to identify the role of dual enrollment participation on college outcomes among emerging adults. Data were used from the nationally representative High School Longitudinal Study of 2009. Propensity score matching matched students who did and did not take dual enrollment courses in high school. Logistic regression analyses predicted college success from dual enrollment participation. Youth who took dual enrollment courses had an increased odds of attending college (OR = 1.40, SE = .05), persisting in college (OR = 1.40, SE = .06), and taking full-time course loads (OR = 1.32, SE = .06). They were less likely to attend a 2-year institution (OR = 0.75, SE = .05) and take remedial coursework (OR = 0.70, SE = .05). Interactions by race and socioeconomic status found dual enrollment participation to be more strongly associated with remedial coursework for students from lower socioeconomic status households (OR = 0.83, SE = .08). Further research should explore policies surrounding access to dual enrollment courses and strategies for increasing participation in dual enrollment courses.