The effects of dual credit college algebra on postsecondary education outcomes

Abstract

Using data from the Kentucky Center for Statistics, this study aimed to explore the impact of participation in dual credit college algebra on longitudinal postsecondary education outcomes of high school seniors in Kentucky. Seniors were divided into students who took dual credit college algebra in high school and those who did not. Each group was further divided into two subgroups using junior ACT (American College Testing) math score of 22 (the benchmark in Kentucky for college algebra readiness). Propensity score matching was used to match dual credit college algebra participants with their non-participating peers based on student and school characteristics. The comparisons showed statistically significant advantages in terms of postsecondary enrollment, first year GPA, time to degree, and completion of a bachelor's degree for students in the low ACT group who took dual credit college algebra. Students in the high ACT group who took dual credit college algebra showed statistically significant advantages in terms of postsecondary enrollment, time to degree, and completion of a postsecondary certificate.