Abstract
In order to further promote and expedite postsecondary completion, efforts exist across the nation to expand programs that allow high school students to engage in college-level coursework through dual credit (via concurrent and dual enrollment) and Advanced Placement (AP). Minimal research addresses differences in both these programs for community college students when examining their success and completion. A quantitative ex post facto research design was used to analyze sample data from a single community college district with an ethnic breakdown closely resembling Los Angeles County. Data analyses featured the use of multiple linear regression when examining success and binary logistic regression when studying completion or transfer. Compared to students who neither participated in dual credit or AP programs, exposure to dual credit and AP while in high school positively predicted community college success and greater degree completion or transfer when controlling for gender, ethnicity, socioeconomic status, and high school GPA.