This dissertation used convergent mixed methods design in a program implementation evaluation of a dual credit program. A binary logistic regression was performed on dual credit enrollment persistence. A stakeholder survey was deployed to parents, administrators, instructors and counselors associated with the dual credit program. A full review of district documents related to dual credit was included as part of the qualitative component. The results of the regression indicated non-significance in the predictor variables for the dependent variable of dual credit persistence. The emergent themes from the survey included concerns about student readiness for dual credit coursework and a need for more course options. This dissertation also revealed a notable gap in the literature related to guidelines for dual credit program implementation for public schools as well as a lack of research examining cognitive and non-cognitive factors in the secondary environment which may impact student participation in dual credit programs. These results and findings highlight the lack of research-based guidance for secondary institutions in the data strategies, program implementation and monitoring for their dual credit programs. Research to investigate secondary-specific effects of dual credit participation is recommended. Further recommendations include development of data strategies and program implementation for dual credit programs for secondary schools.

Date of publication

Fall 11-13-2023

Document Type




Persistent identifier


Committee members

Dr. Teresa Kennedy, Dr. Kelly Dyer, Dr. Robert Stevens, Dr. Woonhee Sung


Doctor of Education in School Improvement



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