This research consisted of a qualitative study grounded in policy implementation theory aimed to discover how different education policy implementation strategies influence student diversity in dual credit programs in Indiana. This study intended to illuminate the policies, people, and places that shape how implementation unfolds and how interactions among them help to explain implementation outcomes within Indiana dual credit partnerships. 83% of Indiana higher education institutions accredited through the National Alliance of Concurrent Enrollment Partnerships (NACEP) or the Dual Credit Accreditation Program (DCAP) participated in a survey and individual interviews.
Results concluded that state education policies do influence program procedures, but they may not have as great of an influence on student diversity within dual credit programs as education policymakers may expect. Some state education policies directly relate to dual credit programs, such as the HLC dual credit educator credentialing requirements and the full dual credit tuition waiver for students that qualify for Indiana’s Free and Reduced Lunch program. However, others may be influencing dual credit program procedures more indirectly. Recommendations of practice for dual credit administrators and other school leaders would be to collect specific demographic data from dual credit enrolled students to be stored and evaluated on annual and longitudinal basis
