Secondary to Postsecondary Technical Education Transitions: An Exploratory Study of Dual Enrollment in Georgia

An exploratory study of credit-based transition programs was conducted to better understand the processes, outcomes, facilitators, and barriers to high school student access to and continuation in postsecondary education. This qualitative case study research examined characteristics and operations of dual enrollment programs and their links to key transition outcomes to address the question: Do credit-based-transition programs, specifically dual enrollment, facilitate college access and success for students who participate in them? Research questions focused on organization, participation, and outcomes of dual enrollment in the state of Georgia. Findings from site visits to technical colleges and high schools address emerging issues in organization, staffing, credit policies, funding, collaboration, student characteristics and motivation, programs of study, barriers to student access, benefits to students, follow-up, and program outcomes. This research is the first phase of a longitudinal, comprehensive multi-method study of dual enrolled students in Georgia and factors related to their transition into postsecondary education and work.