Abstract
FACTORS THAT PREDICT STUDENT PERFORMANCE IN DUAL CREDIT COURSES IN KENTUCKY COMMUNITY AND TECHNICAL COLLEGES Nicholas Brake August 26, 2003 This research addresses the problem of productivity in the P-16 system of education, emphasizing the repetition of the senior year of high school with the first year of postsecondary education. This study analyzes this integration through dual credit courses in the context of both P-12 and higher education reform in Kentucky. An analysis of these factors is critical in light of the deregulation of dual credit and dual enrollment in Kentucky since 2000 and the increased enrollment of high school students in college courses both nationally and in Kentucky. Dual credit courses in Kentucky community and technical colleges are evaluated based on the learning productivity in transition from secondary to postsecondary education for students according to their gender, race, residence, socio-economic status, high school performance, and a student preparation for college. The design incorporates methods prevalent from the literature in research conducted on dual credit programs. Student performance in dual credit courses is the criterion variable, while high school performance and preparation for college are the
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