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Dual Credit Enrollment and First-Year Undergraduate Experience in Texas: Insights from a Mixed Methods Study.

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Bibliographic Details
Title:	Dual Credit Enrollment and First-Year Undergraduate Experience in Texas: Insights from a Mixed Methods Study.
Authors:	Pannell, Summer¹ summerpannell@gmail.com, Goddard, Jennifer D.² jennifergoddard@shsu.edu
Source:	School Leadership Review. Spring2026, Vol. 21 Issue 1, p1-35. 35p.
Subject Terms:	Dual school enrollment, First year experience programs, Learning readiness, Educational equalization, Higher education, Teaching methods, College student adjustment, Mixed methods research
Geographic Terms:	Texas
Abstract:	This article examines the relationship between dual credit enrollment—where high school students earn simultaneous college and high school credit—and first-year undergraduate experiences at a Texas university, using a mixed methods approach. Quantitative findings indicate that instructional modality significantly affects first-year GPA, with students in online dual credit courses outperforming those in hybrid formats, while demographic factors such as race, gender, and first-generation status did not predict GPA. Qualitative data reveal that students often felt underprepared academically, experienced inconsistent instructional quality, faced limited advising and support—especially first-generation students—and encountered burnout due to accelerated coursework. The study highlights equity concerns related to access, affordability, and program structure variability, emphasizing the need for improved rigor, advising, and social-emotional supports to enhance dual credit’s effectiveness in facilitating college readiness and success. [Extracted from the article]
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Database:	Education Research Complete

Description
Abstract:	This article examines the relationship between dual credit enrollment—where high school students earn simultaneous college and high school credit—and first-year undergraduate experiences at a Texas university, using a mixed methods approach. Quantitative findings indicate that instructional modality significantly affects first-year GPA, with students in online dual credit courses outperforming those in hybrid formats, while demographic factors such as race, gender, and first-generation status did not predict GPA. Qualitative data reveal that students often felt underprepared academically, experienced inconsistent instructional quality, faced limited advising and support—especially first-generation students—and encountered burnout due to accelerated coursework. The study highlights equity concerns related to access, affordability, and program structure variability, emphasizing the need for improved rigor, advising, and social-emotional supports to enhance dual credit’s effectiveness in facilitating college readiness and success. [Extracted from the article]
ISSN:	15594998