| This dissertation examined the accessibility, barriers, and implementation of dual credit
programs in rural Idaho high schools, with a focus on southeast Idaho. Drawing upon a Doctor of
Arts (DA) pedagogical framework, the study explored how historical, political, and
socioeconomic factors shape educational policy and opportunities in rural settings through a
mixed methods approach that combined historical policy analysis, case studies of rural school
districts, a survey, and qualitative interviews with key stakeholders.
The study positioned the development of dual credit programs within the broader context
of U.S. education, tracing the evolution of educational access both nationally and within Idaho.
Special emphasis was placed on how rurality, school size, and community values, including state
and local governance, have impacted student engagement and postsecondary readiness. Key
findings indicated, although Idaho’s policy structure has expanded access to dual credit,
disparities persist due to geographic isolation, funding limitations, and culture.
Outcomes of this research include proposed policy solutions aimed at improving
equitable access to dual credit opportunities for rural students. This work contributes to both
educational policy literature and to the pedagogical mission of the DA degree by advocating for
research-based, instructionally grounded solutions to real-world challenges facing rural
education.
Keywords: Dual credit, southeast Idaho, rural high schools, dual credit barriers |