Dual-enrollment programs are a fixture in American secondary education and allow high school students the opportunity to receive college credits while attending high school. However, whether the location of a dual-enrollment course encourages college persistence is not fully understood. Student Integration Theory and Psychological Theory are applied to various modes of dual-enrollment course delivery. The College Persistence Questionnaire (CPQ) measured college persistence of 101 dual-enrolled high school students taking college courses at either a high school or at a community college. An ANOVA revealed a significant difference (p < .01) in college persistence based on course location with students taking courses on the college campus having higher persistence. The researchers concluded that location of a dual enrollment course is a significant factor when evaluating college persistence. Implications for practice are offered.

双重入学计划是美国中学教育的一项固定条件，它使高中学生有机会在上高中时获得大学学分。但是，双收生课程的位置是否会鼓励大学坚持下来，这一点尚未得到完全了解。学生整合理论和心理理论被应用于双重招生课程的多种教学模式。该学院持久性问卷（CPQ）的101测得学院的持久性双录取采取的大学课程在任一所高中或社区大学的高中生。方差分析显示存在显着差异（p <0.01）以课程位置为基础的大学持久性，而在大学校园里上课的学生具有更高的持久性。研究人员得出结论，双重入学课程的位置是评估大学持续性的重要因素。提供了对实践的启示。