Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Educational Leadership


Dr. Lynette Busceme


The purpose of this dissertation was to determine the predictive effects of completing accelerated college credits over and above the predictive effects of the FASFA EFC index number, sex, and first-generation student status on baccalaureate outcomes on first-time college students on years to completion, graduation GPA, and number of hours completed. Accelerated college credits include AP, dual-enrollment, and dual-credit courses. The promise of completing college-level work in high school is that it prepares the student for the rigor of collegiate work, translating into a higher post-secondary GPA and a shorter time to degree attainment; however, little research has been conducted examining the effect of accelerated college credits on postsecondary graduation outcomes. This study used a hierarchical multiple regression to determine the predictive effects of accelerated college credit on years to completion, graduation GPA, and total hours completed on 2,817 students who graduated from a private university in Central Arkansas. The results of these regression analyses demonstrated a positive correlation between accelerated college credits and years to completion and graduation GPA, but not for total hours completed. Nevertheless, the students did not markedly benefit from accelerated college credit. The researcher recommends that colleges and high schools be more purposeful in recruiting students to participate in accelerated college credits. Students should be better educated about how accelerated college credits can help or hinder their degree process. Best practice would be for postsecondary institutions to have a dedicated individual who helps students understand how these courses will fit into their degree program prior to enrollment.

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