FINAL GRADE POINT AVERAGE FOR ALL STUDENTS AND BY ETHNICITY ASA FUNCTION OF CREDIT-BASED TRANSITION

The extent to which variations in final GPA existed between students who engaged in a credit-based transition programme, such as dual credit enrollment and Advanced Placement, and students who did not participate in a credit-based transition programme was investigated in this study. Students at one Texas public 4-year institution (n = 3,954) who entered in the autumn of 2007 and were followed for six years were included in the study. Although dual credit students (n = 307) had higher GPAs than their non-dual credit classmates when they graduated from college, the difference was not statistically significant. However, the results were statistically significant for Advanced Placement students (n=177), with Advanced Placement students receiving better GPAs than non-Advanced Placement students (i.e. 3.46 and 3.14, respectively). The most significant statistically between Black students who had taken an exam (i.e. GPA of 3.36) and Black students who had not taken an exam, there was a substantial gap (i.e. GPA of 3.16). The implications of these findings are discussed, as well as suggestions for further research.

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