Articulated, Transcripted, and Dual Credit: Its Impact on Student Post-High School Program of Study

Abstract

Despite dual credit opportunities being available throughout PK 12 systems, they still exist, a disparity amongst dual credit opportunities, and how those transitions as a student leaves a secondary setting and walks into their future readiness. That readiness may include being prepared for continued education, employment, apprenticeship, military service, or variety of other opportunities. The study sat to identify the transferability and opportunities that students who experienced dual credits while in high school may have had as they continued into next settings. The results identified in the themes indicated that there is still much learning to be done regarding dual credit, accessibility, transfer ability, and how it provides the student benefits as they continue after high school. The different experiences in dual credit attainment, key, influencer, perceptions, and credit or accolade awarded for dual credits is significant. Opportunities for standardization, education, and implementation of procedures, programming review and refinement is recommended. Information from this study was intended to determine affects to students, as they progress into and complete their intended programs of study. It also identified drawbacks, or negative aspects to dual-enrollment credits, earned as a high school student. Recommendations of the study will have implications at the national, state, and local levels as critical conversations regarding benefits and drawbacks to dual enrollment in high school, and future academic and career planning guidance.