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<p>This quantitative study examined how instructional setting influences student success in College Algebra dual-enrollment courses offered across urban locations in Texas, with a focus on implications for educational leadership. Grounded in the Learning Environment, Learning Processes, and Learning Outcomes (LEPO) framework, the study analyzed publicly available 2019 data from the Texas Higher Education Coordinating Board to compare pass/fail outcomes for students enrolled in high school-based versus non-high school instructional environments. At the time of this research, this data was the most up to date. Using binary logistic regression, results indicated that students in high school settings were more likely to earn passing grades than those enrolled in college campus or online formats. While the observational nature of the data limits causal interpretation, the findings suggest a relationship between instructional setting and student outcomes that merits further investigation. These results may inform how educational leaders approach dual-enrollment program design, student support strategies, and instructional delivery in foundational STEM coursework such as College Algebra.</p>

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Location Matters: Instructional Setting, Student Success, and Educational Leadership in Urban College Algebra Dual Enrollment

  • 期刊论文

  • 发表日期：

    2026年3月25日

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  • Cynthia A. Gallardo

摘要

This quantitative study examined how instructional setting influences student success in College Algebra dual-enrollment courses offered across urban locations in Texas, with a focus on implications for educational leadership. Grounded in the Learning Environment, Learning Processes, and Learning Outcomes (LEPO) framework, the study analyzed publicly available 2019 data from the Texas Higher Education Coordinating Board to compare pass/fail outcomes for students enrolled in high school-based versus non-high school instructional environments. At the time of this research, this data was the most up to date. Using binary logistic regression, results indicated that students in high school settings were more likely to earn passing grades than those enrolled in college campus or online formats. While the observational nature of the data limits causal interpretation, the findings suggest a relationship between instructional setting and student outcomes that merits further investigation. These results may inform how educational leaders approach dual-enrollment program design, student support strategies, and instructional delivery in foundational STEM coursework such as College Algebra.