| The number of Idaho high school students earning dual credit increased significantly from
12,624 in 2015 to 27,814 in 2020, a 45% rise (Idaho State Board of Education, 2020). In 2020
alone, these students earned 203,571 credits through 11 institutions statewide (Idaho State Board
of Education, 2020). This growth reflects Idaho’s commitment to supporting students’ transition
to college through initiatives like the Advanced Opportunities program, which provides $4,125
in financial aid to students in grades seven to 12 enrolling in public institutions. Over half of
juniors (56.77%) and seniors (58.06%) participated in the program during the 2019–2020
academic year, with 758 students utilizing their full allocation and 188 earning associate degrees
before high school graduation (Idaho State Department of Education, 2019; Idaho State Board of
Education, 2019).
In addition to Advanced Opportunities, Idaho launched Complete College Idaho in 2012
to help achieve its goal of having 60% of individuals aged 25 to 34 earn a degree or certificate by
2020. This initiative focused on providing resources for high-achieving high school students
pursuing postsecondary education and career paths (Idaho State Board of Education, 2019).
Despite these efforts, Idaho’s “go-on rate” for postsecondary education has stagnated. High
school graduation rates rose from 77% in 2014 to 81% in 2018, yet the percentage of graduates
pursuing higher education has not correspondingly improved (Idaho State Board of Education
Fact Book, 2019). Richert (2020) highlights this disconnect between dual credit growth and
postsecondary enrollment.
This study examines whether dual credit students’ sense of belonging influences their
decision to pursue higher education. Strayhorn’s (2019) theory emphasizes belonging—feeling
accepted and valued—as critical for student success. Freeman et al. (2007) and Tinto (1993) link
social integration and belonging to academic achievement and college adjustment.
Understanding how dual credit students’ sense of belonging impacts their educational choices is
vital for addressing Idaho’s persistent “go-on” challenge.
Keywords: Advanced Opportunities, dual credit, phenomenological case study,
qualitative case study, sense of belonging |