This research examines the dual credit and early college program options for school districts planning high school and college collaborations. It utilizes a quasi-experimental design from existing data at a community college that has a well-established dual credit and early college program that offers the students the option of Pell in high school as part of a USDOE program. The study uses logistic regression and covariate analysis of students in an early college program comparing their college GPA, cumulative credits, ACT scores, and bachelor's degree attainment to dual credit students as well as traditional postsecondary students from three comprehensive high schools that matriculated to the college after high school. The results indicated that early college students had significantly higher GPAs and more of them earned the bachelor's degree as compared to dual credit, and traditional postsecondary students.