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<p>Existing studies on Dual Enrollment (DE) have shown that enrolling in college credit courses improves college readiness and postsecondary outcomes. However, the literature has not thoroughly examined the dosage effect of DE or identified whether an inflection point exists at which earning extra DE credits stops having additional benefits. Using a propensity score matching approach and administrative data from New York City, we found that earning DE college credits is associated with improved four-year college enrollment and degree outcomes, though the dosage effect differs by the type of outcomes. For enrollment, we observed the largest marginal benefits from earning even just a noncredit or 1–3 credits DE courses, beyond which the incremental positive effect diminishes. The marginal benefits on bachelor’s degree completion seem to be constant as the number of credits attempted increase. This pattern was mostly consistent across the racial subgroups of students, but it varies by prior academic performance. Students with mid- to high-range GPAs (of 75 or higher) gain the most in terms of college enrollment and bachelor’s degree completion, whereas students with GPAs below 75 are more likely to enroll in two-year colleges, where their gains are mainly in associate’s degree attainment.</p>

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The More the Merrier? The Dosage Effect of Dual Enrollment Credits Earned in High School on College Enrollment and Degree Completion?

  • 期刊论文

  • 发表日期：

    2025年12月8日

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  • Vivian Yuen Ting Liu,
  • Birunda Chelliah,
  • Thomas Saunders,
  • Hayden Ju,
  • Chris Viera

摘要

Existing studies on Dual Enrollment (DE) have shown that enrolling in college credit courses improves college readiness and postsecondary outcomes. However, the literature has not thoroughly examined the dosage effect of DE or identified whether an inflection point exists at which earning extra DE credits stops having additional benefits. Using a propensity score matching approach and administrative data from New York City, we found that earning DE college credits is associated with improved four-year college enrollment and degree outcomes, though the dosage effect differs by the type of outcomes. For enrollment, we observed the largest marginal benefits from earning even just a noncredit or 1–3 credits DE courses, beyond which the incremental positive effect diminishes. The marginal benefits on bachelor’s degree completion seem to be constant as the number of credits attempted increase. This pattern was mostly consistent across the racial subgroups of students, but it varies by prior academic performance. Students with mid- to high-range GPAs (of 75 or higher) gain the most in terms of college enrollment and bachelor’s degree completion, whereas students with GPAs below 75 are more likely to enroll in two-year colleges, where their gains are mainly in associate’s degree attainment.