The increased number of college credits earned in dual enrollment programs initiated concern by educators, researchers, and policymakers regarding college readiness. However, data are scarce and inconsistent across governing states and community colleges to measure college readiness and dual enrollment's effectiveness. The purpose of this quantitative study examined early college credits earned in general education, career and technical education, college orientation disciplines, and first-year grade point average (GPA) to measure college readiness. Conley's key dimensions of college and career readiness model grounded the study. Archival transcript data were collected from a Michigan community college for 524 former dual enrollment students. Multiple and simple linear regression statistical tests analyzed model fit for early college credits earned in specific disciplines to predict first-term GPA. The overall multiple linear regression model results were not significant with none of the discipline credits contributing change in GPA. A series of simple linear regressions indicated a significant positive relationship between college credits earned in general education and predicted an increase in GPA. College credits earned in general education during dual enrollment are a significant predictor of college readiness measured by GPA. This study contributes to positive social change by informing researchers, educators, and policymakers of metrics used to inform early college curriculum design and policy research for college readiness initiative reform. These initiatives may support educational attainment goals by fostering a seamless transition to college without remediation for many high school students. [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.]