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

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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]
Copyright of School Leadership Review is the property of Texas Council of Professors of Educational Administration and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Dual Credit Enrollment and First-Year Undergraduate Experience in Texas: Insights from a Mixed Methods Study.
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  Data: <searchLink fieldCode="AR" term="%22Pannell%2C+Summer%22">Pannell, Summer</searchLink><relatesTo>1</relatesTo><i> summerpannell@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Goddard%2C+Jennifer+D%2E%22">Goddard, Jennifer D.</searchLink><relatesTo>2</relatesTo><i> jennifergoddard@shsu.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22School+Leadership+Review%22">School Leadership Review</searchLink>. Spring2026, Vol. 21 Issue 1, p1-35. 35p.
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  Data: *<searchLink fieldCode="DE" term="%22Dual+school+enrollment%22">Dual school enrollment</searchLink><br />*<searchLink fieldCode="DE" term="%22First+year+experience+programs%22">First year experience programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+readiness%22">Learning readiness</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22College+student+adjustment%22">College student adjustment</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of School Leadership Review is the property of Texas Council of Professors of Educational Administration and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192782027
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      – Code: eng
        Text: English
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        PageCount: 35
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      – SubjectFull: Dual school enrollment
        Type: general
      – SubjectFull: First year experience programs
        Type: general
      – SubjectFull: Learning readiness
        Type: general
      – SubjectFull: Educational equalization
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      – SubjectFull: Higher education
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      – SubjectFull: Teaching methods
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      – SubjectFull: College student adjustment
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      – SubjectFull: Mixed methods research
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      – SubjectFull: Texas
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      – TitleFull: Dual Credit Enrollment and First-Year Undergraduate Experience in Texas: Insights from a Mixed Methods Study.
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              Text: Spring2026
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              Y: 2026
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