Quasi-experimental analysis shows that dual enrollment gateway courses influence credit momentum in freshmen, suggesting educational improvements.
Key Points
This research aims to examine how dual enrollment in math and English gateway courses relates to academic momentum in college freshmen.
Sample included first-time freshmen from the City University of New York participating in the College Now program.
Quasi-experimental methodology was used to create a balanced sample of dual enrollment students who did and did not take math and English gateway courses.
Academic momentum was measured by credit accumulation and persistence metrics.
Students taking dual enrollment gateway courses showed a modest positive association with credit momentum, especially credit accumulation (exact values not provided).
Black/African American students who took a math gateway course experienced an increase in credit momentum compared to their peers who did not take this course.
No significant relationship was found between dual enrollment course-taking and persistence to the third semester.