Examining the Role of Student Engagement on the Relation Between Dual Enrollment and College Persistence or Transfer

Brian P. An () and Chad N. Loes ()
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Brian P. An: University of Iowa
Chad N. Loes: Mount Mercy University

Research in Higher Education, 2025, vol. 66, issue 6, No 4, 24 pages

Abstract: Abstract We examine whether participation in dual enrollment increases student engagement in college using a nationally representative sample of postsecondary institutions. We use student engagement frameworks to guide our analysis, but draw on more recent studies that include student transfer as an outcome option. Dual enrollment initially exposes students to the demands of college, and they learn the roles and behaviors of what it means to be a “college student,” leading to better navigation of the college environment. We therefore expect part of this preparation to manifest itself in their college engagement. We find that dual enrollment increases vertical transfer for students who begin postsecondary education at two-year colleges. Additionally, dual-enrolled students who start at four-year colleges are more likely to reverse transfer and continuously enroll at their first institution than nonparticipants. However, we found little evidence that student engagement accounts for the advantages of dual enrollment.

Keywords: Dual enrollment; Dual credit; Student engagement; College persistence; Transfer (search for similar items in EconPapers)
Date: 2025
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DOI: 10.1007/s11162-025-09854-6

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