Dual Credit Education and Underrepresented Students

Sayeeda Jamilah

Insight Brief- Published July 2025

Executive Summary

This report examines whether participation in general dual credit coursework improves long-term postsecondary outcomes for underserved student populations in the Dallas region. The study tracks 20,858 students who graduated from 22 Dallas-area independent school districts in 2011 and follows their educational outcomes for up to ten years after high school graduation. Using longitudinal administrative data from the Texas Education Research Center and quasi-experimental statistical techniques, the analysis explores four primary outcomes: postsecondary enrollment within two years of high school graduation, vertical transfer from two-year to four-year institutions, completion of any postsecondary credential within six years after high school graduation, and completion of a bachelor’s degree or higher. 

Across all measures, dual credit participation is consistently associated with positive postsecondary outcomes; dual credit participants were more likely to enroll in college, persist through the higher education pipeline, and ultimately complete credentials than nonparticipants. These positive relationships are particularly pronounced for underserved populations, which implies that dual credit can help reduce equity gaps in educational attainment. Key findings are as follows:  

• Socioeconomically disadvantaged dual credit participants were three times more likely to enroll in college, 1.9 times more likely to transfer, and 2.59 times more likely to complete a college credential than their nonparticipating peers. 

• Hispanic dual credit participants were 4.39 times more likely to enroll in college and 2.41 times more likely to complete a credential than nonparticipants. 

• African American dual credit participants experienced the largest gains in vertical transfer and attainment of a bachelor’s degree compared to their counterparts, with participants 2.23 times more likely to transfer to a four-year institution and 2.16 times more likely to earn a bachelor’s degree or higher. 

• English language learners or limited English proficient dual credit participants were 6.75 times more likely to enroll in college and substantially more likely to complete a credential in comparison to nonparticipants. 

• Dual credit participants with lower academic performance in 8th grade standardized assessments saw greater relative gains in postsecondary enrollment and credential completion outcomes than higher-performing peers. 

In general, the findings indicate that dual credit coursework serves as an effective mechanism for improving postsecondary success, particularly for students who face systemic barriers to higher education. By increasing early exposure to college-level coursework, dual credit programs increase access to higher education and also boost persistence and completion outcomes. These results suggest that scaling access to dual credit opportunities, especially in underserved communities, can play a critical role in closing achievement gaps and creating more equitable and inclusive pathways to college attainment. 

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