Journal of Education and Human Development

Dual Credit and Non-Dual Credit College Students: Differences in GPAs after the Second Semester
Robert D. Young Jr., John R. Slate, George W. Moore, Wally Barnes

Abstract
In this investigation, we ascertained the extent to which differences were present in the second semester GPAs by gender and by ethnicity as a function of dual credit enrollment for students enrolled in a Texas community college during a 4-year period. Both males and females who had been enrolled in dual credit courses while in high school had higher second semester GPAs than did males and females who had not been enrolled in dual credit courses while in high school. Similar statistically significant results were present for Hispanic, Black, and White students. As such, dual credit programs offer promise for enhancing student college readiness as determined by GPAs.

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