The effects of online dual enrollment in the State of Georgia
Blackmon, Randy Brent
MetadataShow full item record
This study explores student probabilities of passing online dual credit courses compared to on-campus dual credit courses. The paper fills a gap in what is known about online dual enrollment performance relative to students passing courses and is guided by the tenants of Perna’s model on college choice (Perna, 2006). Specifically, student grades were used as a measure of performance. Each passed course results in college credit accumulation, which is a measurable metric contributing to college success. Secondly, high school students from rural school districts were a focus of this study because online dual enrollment courses may be one of their only options to obtain college credit. Many of these rural students are too far from a college to attend an on-campus delivered course. The University of West Georgia (UWG) was selected as the institution of study for dual credit face-to-face and eCore online courses. Data were gathered from UWG and the University System of Georgia (USG) sources over a timeframe that included the semesters of fall 2015 through spring 2017. This study examined dual credit pass rates beginning in fall of 2015 because Georgia’s new non-need based grant, which funds dual enrollment, was implemented in July of 2015. Dual enrollment participation increased significantly after the grant was introduced. Data were also gathered from US census and the National Center for Education Statistics. These data were used specifically to examine any influences in dual enrollment pass rates related to student, county of origin levels of urbanicity, education, and high school factors. The findings indicated that, on average, all observed eCore online courses taken as dual credit were passed at just over 90 percent. However, it was also found that face-to-face courses, taken for dual credit at UWG, were passed at higher rates than the same courses taken through eCore. Further, findings indicated that students from rural counties earned passing grades in eCore online dual credit courses at higher rates than their peers from more populated counties.