Abstract
Enrollment in dual credit classes has increased over the last 10 years benefiting K-20 education and high school students in providing an opportunity to obtain college credits and increasing postsecondary education enrollment. The purpose of this study was to investigate the predictors of achievement through the lens of Social Cognitive Theory by documenting cognitive and noncognitive factors of dual credit students in grades 9–12 at an east Texas university charter school. The Noncognitive Questionnaire was used to measure the noncognitive characteristics, and the Texas Success Initiative Assessment (TSI) reading and writing scores were used as the cognitive measurement. Multiple regression analysis, using weighted least squares, found TSI writing and positive self-concept to be significant predictors of achievement. The findings from this study could suggest states and districts to consider admission requirements for dual credit classes to include other cognitive and/or noncognitive artifacts for admission decisions.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
