The Indiana College Core (ICC) is a 30-hour general education certificate and the next chapter of the dual credit story in a state with a robust history of providing high school students opportunities to earn college credit. Growth of the ICC, encouraged by state policy bodies, exceeded 10,000 students from 2013 to 2022. Using Tinto’s (1993) Theory of Individual Student Departure and a causal-comparative, ex post facto design to compare college GPAs and select responses on the College Student Inventory (CSI), this research focused on ICC earners who matriculated to a four-year, public university in Indiana over a three-year period. Race/ethnicity, gender, and parent/guardian education level were included as extraneous variables to introduce controls to the study. Statistical significance and small or negligible effect sizes existed in several results, when comparing ICC earners to those who had not earned the credentials, while others did not show statistical significance. These findings show that the ICC’s growth may not lead consistently to parallel increases in students’ academic confidence or feelings of commitment to college, even among students who have already matriculated. Furthermore, the data show that concerns about the equity of this opportunity are founded. Further research is needed on the ICC’s impact on students’ college completion and experiences, on high school structure and culture, and on institutions of higher education.