Dual Enrollment and Completion Rates at a Tennessee Community College

The purpose of this quantitative study was to determine if there was a relationship between dual enrollment and completion rates at a Tennessee community college. Subgroups included dual enrollment completion versus non-dual enrollment completion, grade point average (GPA), enrollment status (part-time or full-time), retention rate (fall to spring), retention rate (fall to fall), academic credits (30 or more semester credits), and academic credits (number earned at the end of their freshman year). Archival data were used from a Tennessee community college governed by the Tennessee Board of Regents and included cohorts from 2017 through 2021, which comprised 6,969 students. Graduation was measured by completion of an associate degree or certificate within 3 years (150%). Because high school students must have a GPA of 3.0 to 4.0 and an ACT of 21 or greater to be eligible for dual enrollment, only students who met the criteria for dual enrollment while in high school were included in the final sample. A total of 2,078 students met the study criteria for inclusion. Seven research questions were answered from these data utilizing chi-square analysis and independent samples t tests. Findings revealed that students who completed at least one dual enrollment course were significantly more likely to graduate than students who did not participate in dual enrollment. The findings in this study indicate there is a significant relationship between taking dual enrollment and educational outcomes. Students who participated in dual enrollment were more likely to graduate within 3 years (150%), have higher end of year one GPAs, have full-time enrollment, have greater retention rates, and obtain higher academic credits.