eng Science and Education Publishing American Journal of Educational Research 2327-6150 2016-02-23 4 2 204 209 10.12691/education-4-2-9 EDUCATION2016429 article Laura J. Pyzdrowski laura@pyzdrowski.ws 1 Lori Ogden 2 Anthony S. Pyzdrowski 3 Vennessa L. Walker 4 West Virginia University, Mathematics Department, Morgantown, WV West Virginia University, 411 A Armstrong Hall, Mathematics Department, Morgantown, WV California University of Pennsylvania, 324 Eberly Science & Technology Center, California PA Director of Institutional Research, Niagara University, PO Box 2045, Niagara University, NY This is a continuation of a longitudinal study implemented to determine if students enrolled in a dual-credit mathematics program are sufficiently prepared for success in first semester calculus. In the current cycle, thirty high school students enrolled in a year-long sequence of two university mathematics courses were followed through their first-year, on-campus calculus course. Course grades, interviews and surveys were used to determine factors that influence student success. The dual-enrollment courses in this study meet the same level of rigor as the courses taught to traditional students at the partner post-secondary institution. Results indicate that students who complete dual-credit algebra and trigonometry courses through an outreach program are as least as well prepared for Calculus I as those who take those courses on campus. However, over the course of this longitudinal study it has been found that prior experience in calculus is also an important factor to consider in student success. http://pubs.sciepub.com/education/4/2/9/education-4-2-9.pdf calculus dual-credit early-enrollment first year courses mathematics