The California State University's Graduation Initiative 2025 has strengthened and renewed campuses' commitment toward supporting students on their educational journey to ensure they meet their ultimate goal of graduation. Of equal importance is the elimination of racial/ethnic and socioeconomic equity gaps in graduation completion, especially for a system that enrolls the largest percent of Black/African American and Latino/Hispanic students across all four-year universities in California. However, research has found that students from traditionally privileged backgrounds arrive to college already with credit, initiating an equity gap before students start their freshmen year. This study leverages the theory of academic momentum as a means to mediate the pre-college equity gap. Logistic regression models were utilized to determine the likelihood of third-year retention and credit progression outcomes of students based on dual enrollment participation and first year credit load, while taking into consideration the intersection of race/ethnicity and college generation status. Results indicate that those who attempt a full course load in their first year of college have a higher likelihood of retaining and making timely credit progression. However, those who enter with dual enrollment credit and take a full course load significantly outperform all other students. The results of this study have the potential to inform academic advisement tailored to specific demographic groups with data-proven strategies that can ultimately help increase graduation rates and reduce equity gaps. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]