Abstract
Purpose. This quantitative causal-comparative (ex post facto) study examined whether dual enrollment students who receive structured academic supports achieve higher average grades and pass rates than those who do not. Although dual enrollment is promoted as an equity strategy for underrepresented students, limited research has examined whether embedded supports improve student success.Theoretical Framework. This study was grounded in Bandura’s social cognitive theory, which emphasizes the role of environmental influences, mastery experiences, and self-efficacy in shaping academic achievement. Embedded academic supports were conceptualized as environmental reinforcers that strengthen students’ self-efficacy and persistence in college-level coursework.
Methodology. This study utilized archival data from 720 high school students enrolled in dual enrollment courses across three comprehensive high schools in a large, urban Southern California school district. Students were categorized into two groups: those enrolled in dual enrollment courses with embedded academic supports and those in courses without support. Data collected included course grades, race, and gender. Descriptive statistics, independent samples t tests, and one-way analyses of variance (ANOVA) were conducted to evaluate differences in average course grades between the two groups and across demographic subgroups.
Findings. Students enrolled in dual enrollment courses with embedded academic supports earned significantly higher average grades, representing nearly a full letter-grade increase. African American and Latino students with embedded supports achieved higher grades than those without. African American and Latina female students demonstrated the most significant improvement, earning more than one full letter grade higher than their peers in unsupported courses.
Conclusion. The findings supported Bandura’s social cognitive theory, which indicates that embedded academic supports act as environmental reinforcers that provide mastery experiences, strengthen self-efficacy, and enhance persistence in college-level coursework. Structured, in-school supports improve student achievement and function as an essential equity strategy for underrepresented populations.
Recommendations. Educational leaders, policymakers, and community college partners should expand access to embedded supports across dual enrollment models, ensure equitable implementation, and regularly evaluate program effectiveness. Future research should employ longitudinal or quasi-experimental designs to examine the long-term effects of embedded supports on grade point averages, persistence, and college completion, thereby informing statewide policy and equity-focused educational practices.