Differences in the Percentages of Students Enrolled in Dual Credit Courses over Time: A Texas, Multiyear Analysis


  • Stacey M. Moseley Sam Houston State University, United States of America
  • John R. Slate Sam Houston State University, United States of America




Dual-Credit Course, Dual Enrollment, Economic Status, Texas


This study aimed to determine the degree to which differences were present in the percentages of all students who enrolled in a dual-credit mathematics course in Texas public high schools by their economic status (i.e., economically disadvantaged and all students). The percentages for both groups of students were compared for the 2014-2015 and the 2015-2016 school years. Inferential statistical analyses revealed statistically significant differences in the percentages in dual-credit mathematics course enrollment for all students and students who were economically disadvantaged in both the 2014-2015 and the 2015-2016 school years. For both years, economically disadvantaged students had a lower enrollment rate in dual-credit mathematics courses than all students' percentage enrollment in dual-credit mathematics courses. Implications of these findings, as well as recommendations for future research, were discussed.


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How to Cite

Moseley, S. M., & Slate, J. R. (2022). Differences in the Percentages of Students Enrolled in Dual Credit Courses over Time: A Texas, Multiyear Analysis. International Journal of Social Learning (IJSL), 2(3), 262–271. https://doi.org/10.47134/ijsl.v2i3.32