Download or read book A Study of the Relationship Between High School Dual Enrollment Participation and College Persistence Including Potential Intervening Variables in Southeast Tennessee written by Kimberly G. McCormick and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of Students Attending Tennessee Board of Regents Universities who Participated in High School Dual Enrollment Programs written by Rubianna M. Porter and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if there is a relationship between college retention and completion and the number of college credit hours students earn before graduating high school. The number of credit hours a student earned was analyzed along with selected demographic characteristics and academic performance indicators to determine if any one of the variables was more of a predictor of retention and completion of college than the others. The data for the study (12,834 records) were obtained from the Student Information System from five Tennessee Board of Regents Universities. An initial analysis of the data incorporated simple descriptive statistics in the form of frequency tables. Cross tabulation and chi-square were used to compare the gender and ethnicity population of dual/joint-enrolled students and nondual/joint-enrolled students. To determine if dual/joint-enrolled students had greater academic success than nondual/joint-enrolled students, a t-test for independent samples was used to compare high school grade point average, the standardized test score average, and first semester and last semester attended grade point average of the two groups. Chi-square was used to analyze if there was a difference in the retention rate and the time it took to obtain a four-year degree between dual/joint-enrolled students and nondual/joint-enrolled students. A one-way ANOVA was used to determine if the number of college credits earned while in high school had any influence on the time it took to finish a four-year college degree. Multiple Linear Regression was used to see if any of the variables could predict academic performance for a student's first and last semester grading period. Discriminant Analysis was used to determine if any of the variables in the study were predictors of completing a four-year degree. The researcher found that students who participated in dual/joint-enrollment programs had more academic success and a higher retention and graduation rate than those students who did not participate in such programs. The study also revealed that dual credit hours had a significant influence on time to completing a degree.
Download or read book Relationship Between Participation in a Dual Enrollment Program Students Race and Socioeconomic Status and Their Retention and Graduation written by Nicholas Urquhart and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: As of 2019, all 50 states have an official dual enrollment policy or program that allows high school students to enroll in college to earn both high school and college credits. Dual enrollment programs have been around since 1990, and much of the research has shown a positive relationship between dual enrollment participation, college retention, and graduating; however, research is limited on college retention beyond the first year and graduation. Access to dual enrollment programs is limited for minoritized and low-income students. This study utilized archival data from the University System of Georgia in an ex post facto research design using logistic regression analysis to explore the relationship between a student’s dual enrollment participation, race, socioeconomic status, and college retention outcomes beyond the first year and graduation. Findings from this quantitative study indicated that the predictor variables dual enrollment participation, race, and socioeconomic status (based on receiving the Pell Grant) were significant in predicting retention and graduation rates. The outcomes of this study are intended to assist legislators, policymakers, secondary and higher education administrators, and other dual enrollment proponents with the future development of dual enrollment policies and address potential concerns of program access due to students’ race and socioeconomic status.
Download or read book An Analysis of Academic Performance Retention and Degree Attainment for Dual Enrollment Participants at a Public Four Year Institution in Tennessee written by Kristin Jane Mumiukha and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: When the United States' Secretary of Education, Arne Duncan, was asked how to better prepare students for higher education he said: "We have to increase the rigor in high schools to prepare young people for the next stage of life by boosting opportunities so that they gain the support they need to meet those higher standards" (as cited in Oregon Department of Education, 2011, p. 2). One way to boost opportunities for educational growth is through participation in dual enrollment programs. There are many proposed benefits for partipation in dual enrollment programs, such as smoother transitions between high school and college, decreased time to graduation, and increased graduation rates; however, there is a lack of quantifiable supporting data for those proposed benefits (Allen, 2010; Andrews, 2004; Karp, Calcagno, Hughes, Jeong, & Bailey, 2008; Kim & Bragg, 2008). The purpose of this study was to examine students' academic performance, retention, and degree attainment at the University of the Mid-South, after their participation in the institution's high school based dual enrollment program. A group of dual enrollment students were compared to other students within their academic cohort who entered the academic institution with similar pre-entry educational attributes. The pre-entry attributes that were used to measure academic ability were: cumulative high school GPA and maximum composite ACT score. There were 6,377 student included in this study who enrolled as first-time, full-time freshmen from fall 2008 through fall 2011 semesters. Only 370 (5.8%) students included in this study had participated in the institution's high school based dual enrollment program. This study found that students who had participated in the dual enrollment program were more likely to be retained, had higher average GPAs after one academic year, and were more likely to graduate in the four years this study was conducted. However, no significant differences were found after conducting the binary logistic regression analyses on retention and graduation. Therefore, it was strongly recommended to conduct more longitudinal studies at various institutions and levels in order to further enhance the research on dual enrollment participants' subsequent academic performance in higher education.
Download or read book The Postsecondary Achievement of Participants in Dual Enrollment written by Melinda Mechur Karp and published by . This book was released on 2007 with total page 83 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual enrollment programs enable high school students to enroll in college courses and earn college credit. Once limited to high-achieving students, such programs are increasingly seen as a means to support the postsecondary preparation of average-achieving students and students in career and technical education (CTE) programs. This report seeks to answer several questions regarding the effectiveness of dual enrollment programs using statistical methods to examine the impact of dual enrollment participation for students in the State of Florida and in New York City. Particular attention is given to the impact of dual enrollment participation on students enrolled in CTE courses of study in high school. Evidence is provided to support dual enrollment as a useful strategy for encouraging postsecondary success for all students. Research questions for this study included investigation of initial entry to postsecondary education, and both short-term and long-term effects of participation in a dual enrollment program. Two existing large-scale administrative datasets were examined, using non-experimental methods, including ordinary least squares and logistic regressions. Findings for each program are discussed separately. In Florida, a positive relationship was found between dual enrollment participation and short- and long-term outcomes: (1) Dual enrollment was positively related to student likelihood of earning a high school diploma: (2) Participation in dual enrollment was positively related to enrollment in college; (3) Dual enrollment students were statistically significantly more likely to persist in college to a second semester; (4) Of students ever enrolled in postsecondary education, dual enrollment participation was positively associated with their likelihood of remaining enrolled two years after graduating from high school: (5) Dual enrollment students' grade point averages were statistically significantly higher than their non-participating peers throughout their postsecondary careers; and (6) Dual enrollment students had earned more postsecondary credits three years after high school graduation (indicating that they had made more progress toward a degree). Participation intensity had little impact on short- and long-term outcomes: the statistically significant effect of dual enrollment participation versus non-participation generally remained the same, regardless of whether students took one, two, three or four, or five or more dual enrollment courses. These finding were found true for all students. Though not as consistently as in Florida, positive short- and long-term outcomes of dual enrollment participation were also found in the New York City sample: (1) Program participants were more likely than their peers to pursue a bachelor's degree; (2) Program participation was positively related to students' first-semester grade point averages; and (3) Participation was positively related to students' overall progress toward a degree. Unlike Florida, some influence of participation intensity was found in New York, especially for long-term outcomes. Findings provide an encouraging, though not definitive, picture of dual enrollment as a strategy for encouraging student access to and persistence in postsecondary education. Further research is advocated to use additional control variables for student background and motivation. (Contains 6 footnotes, 7 figures and 29 tables.).
Download or read book A Study of Community College Students Who Participated in a Dual Enrollment Program Prior to High School Graduation written by and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effects of dual-enrollment participation on studentsâ postsecondary achievement as measured by various factors. The researcher explored an approach to learning that allows students to navigate the invisible barriers between high school and college. The population consisted of 901 students in a community college in northeast Tennessee during the fall of 2007 following high school graduation the previous academic year. Data gathered from dual-enrollment participants were compared to data of peers of comparable ability level who chose not to participate in the program. The major findings of the study included the following: dual-enrollment participants were (a) slightly more likely to enroll full time rather than part time, (b) significantly less likely to be enrolled in remedial and developmental courses, (c) no more likely to complete the fall semester, (d) slightly more likely to complete the spring semester, (e) more likely to showcase a slightly higher fall semester grade-point average (GPA), and (f) no more likely to have a higher spring semester GPA.
Download or read book Comparing the College Persistence of Dual enrolled 11th and 12th Grade High School Students Based on Gender and Mode of Course Delivery written by Joseph Lawrence Depenhart and published by . This book was released on 2018 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative causal-comparative study was to determine if a statistically significant relationship exists between the level of postsecondary persistence (DV) of dual-enrolled students based on student gender (IV) and the mode of course delivery (IV). This study used Tinto’s and Bean’s Student Integration Theories to explain how gender and participation in the different modes of course delivery in a dual-enrollment program affects the college persistence of 11th and 12th grade high school students as measured using the College Persistence Questionnaire (CPQ). This study examined the relationship between a student’s gender and mode of course delivery and the college persistence of dual-enrolled 11th and 12th grade high school students. The problem addressed by this study was the uncertainty of how gender and mode of course delivery affects the college persistence of dual-enrolled high school students. Data from the CPQ was collected from a convenience sample of 101 dual-enrolled high school students taking courses in one of the three modes of delivery at a rural technical college in a southern U.S. state. The data was analyzed using a two-way ANOVA with two groups at an alpha
Download or read book The Effect of Dual Enrollment on Community College Persistence and Achievement written by Tiffany Nicole Ridgeway and published by . This book was released on 2016 with total page 67 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative research study was to explore dual enrollment as a college readiness strategy and the effects of dual enrollment programs on persistence and achievement within a post-secondary institution. This study examined documented institutional data of former dual enrollment students and their direct entry peers who were 1st-time college students at a community college in South Mississippi. Community colleges in Mississippi have maintained dual enrollment programs for over a decade, but few empirical-based research studies have been conducted to determine whether or not student achievement and persistence rates differed for students with prior dual enrollment experience. Therefore, more empirically based research is needed to determine whether research findings are generalizable. Further research will contribute to the body of literature regarding the impact and effectiveness of dual enrollment and how it relates to college persistence. The sample included all students who graduated from local service area high schools in the spring of 2012 and matriculated to the community college in the fall of 2012. The study analyzed measures of achievement and indicators of persistence for all students over 2 academic years. The study used an independent sample t-test to compare whether prior dual enrollment students had different rates of persistence and achievement than direct entry students. A factorial analysis of variance was used to test for significance among independent variables of enrollment type with the dependent variables of persistence and achievement among categorical variables of race to determine if there was a difference in proportion of students in dual enrollment versus direct entry. Persistence is defined as the continuous full-time enrollment from the first year to the second year. Achievement was measured using ACT scores and grade point average (GPA). Findings revealed that no significant difference existed in measures of persistence between students with prior dual credit and direct entry students. Significant differences existed in measures of achievement by students with prior dual credit and by direct entry students in two areas: Act scores and cumulative GPA. Other findings indicated differences did not exist for persistence by enrollment type and race or for achievemnent by enrollment type and race.
Download or read book The Effects of Dual Enrollment on an Institution written by Stacey Irwin and published by . This book was released on 2018 with total page 69 pages. Available in PDF, EPUB and Kindle. Book excerpt: The overall college enrollment rates for young adults have increased over the last several years. While this is promising, a notable amount of students do not attain a degree. This scenario can create major consequences for the United States as global competiveness requires a workforce that possesses a postsecondary degree. Dual enrollment is a program that has been seen to answer the need for more postsecondary graduates. Despite the robust literature that suggests the positive effects for students who participate in dual enrollment, limited research exists on the effects of dual enrollment on the institution. Therefore, this study attempted to fill the gap in the literature by examining the effects of dual enrollment on an institution. The independent variable was participation in dual enrollment and the dependent variables were persistence rates and degree completion. The population consisted of 5,251 first-time, full-time students in the Mississippi Community College System. Of this number, 741 had taken at least 1 dual enrollment course between the fall of 2010 and the spring of 2015, and 4,510 had no previous dual enrollment experience at all. A Chi-square test was used for both research questions. Results of the study indicate that there is a significant difference in persistence rates when comparing dual enrolled students to non-dual enrolled students. First-time, full-time students who had previous dual enrollment experience were more likely to maintain consistent enrollment (69%) at the community college than students who had no previous dual enrollment experience (45%). There is also a significant relationship between students attaining a degree in a timely manner when comparing dual enrolled students to non-dual enrolled students. First-time, full-time students who had previous dual enrollment experience were more likely to earn a degree in 3 years (61%) than students who did not participate in dual enrollment (35%). The effect size for both research questions was small. While the outcomes of this study are positive, it is imperative to continue to examine the effects of dual enrollment on an institution. Policy differences at each of the Mississippi community colleges could render different outcomes for the students and ultimately affect the institution.
Download or read book Dual Enrollment Breaking the Mold for College Readiness and Persistence in an Urban Charter School written by Robert Lemoyne Robinson and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: In the later part of the twentieth century, the continued growth in high school and college dropout rates led to the development of educational reform measures that would address an education model that was seen as applicable to a disproportionate percentage of the nation’s students, thereby leaving the majority of schools and their students to struggle (Simmons, 2008). Efforts to increase matriculation between secondary and postsecondary institutions must be connected at all levels of education, which is critical to educational reform—worldwide (Zhou, 2008). Due to its ability to increase the rigor of high school curriculum, an increasingly favored measure of educational reform is the opportunity to allow high school students to enroll in college courses—dual enrollment (Bradley, 2007). The purpose of this study was to gain an understanding of the academic experiences of a marginalized population of students that were participants in a dual enrollment program in order to identify the precollegiate experiences that may have influenced their college readiness and persistence. To gauge the perspective of program participants, a qualitative case study was employed using phenomenological theory. Participants shared their academic experiences through an open-ended survey, focus group sessions, and interviews. The results demonstrated the ways dual enrollment may affect the college readiness and persistence of marginalized students by not only encouraging them to participate in dual enrollment programs but also by giving program participants full access to the college experience while enrolled in high school, including use of college resources, access to additional courses, and inclusion of currently enrolled college undergraduates in classes with dual enrollment students. In addition, dual enrollment assists participants thought to be “at-risk” by helping them understand their academic preferences pertaining to collegiate educational development, making them more confident in their college-selection efforts, and also motivating their integration in both the academic and social aspects of college life. Considering that all of the participants in this study were accepted into four-year institutions and over 95% of them are still actively enrolled in college, this study demonstrates that dual enrollment programs also assist marginalized students in their college readiness and persistence, just as previous research demonstrates it has for White and “advanced” students. With the support of dual enrollment programs, many marginalized and at-risk students, who in the past would have not considered reaching beyond their gazes, can be afforded greater opportunities. .
Download or read book Dual Enrollment Strategies Outcomes and Lessons for School College Partnerships written by Eric Hoffman and published by John Wiley & Sons. This book was released on 2012-06-20 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume focuses on the goals, practices, policies, and outcomes of programs that enroll high school students in college courses for college credit. This volume examines: The details of dual enrollment programs Their impact on student achievement and institutional practices How they support a student’s transition to, and success in, college The role of higher education in improving K–12 education. It presents quantitative and qualitative studies that investigate the impact of dual enrollment programs on student and faculty participants. Accounts by dual enrollment program administrators provide examples of how their programs operate and how data have been used to set benchmarks for program success. Chapters also explore models that build off dual enrollment’s philosophy of school–college partnerships and embrace a more robust framework for supporting college transition. This is the 158th volume of this Jossey-Bass series. Addressed to higher education decision makers on all kinds of campuses, New Directions for Higher Education provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
Download or read book Comparing Perceived College Persistence Between Students Taking Online Or Residential Dual Enrollment in High School written by Dustin Joseph Miller and published by . This book was released on 2019 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual enrollment and online education are two factors of education that have become prevalent over the past decade. This rapid growth has resulted in higher attendance rates, but also higher dropout rates. It is the students' persistence to graduation that demands the attention of all stakeholders. There is an abundance of research showing the value of dual enrollment leading to student success at the collegiate level, but the purpose of this study is to differentiate between online and residential dual enrollment. This study used a causal comparative design to compare the two group means of first-year residential college students taking online dual enrollment courses or residential dual enrollment courses in high school. The research took place at a faith-based university. A survey was sent out to over 4,000 first-year residential students, creating a sample size of 222 students after removing unqualified participants. A t-test was used to determine that there was no significant difference in favorability scores between students taking online dual enrollment and residential dual enrollment. Prior research shows that the location of learning does not drastically affect the outcome, which is also the result of this study. It is apparent that the differences between online and face-to-face interaction continue to decrease with the advancement of technology. For future research, it is recommended to follow students through to graduation, as this study only looks at the favorability scores from an instrument predicting the likelihood to persist.
Download or read book An Investigation of High School Dual Enrollment Participation Year to year College Retention Levels and Bachelor s Degree Attainment Within Four Years in the Commonwealth of Kentucky written by Timothy Thomas Shaughnessy and published by . This book was released on 2009 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dual Enrollment An Integration Strategy for College Persistence and Achievement Among First Generation Students written by Alisha Carey and published by . This book was released on 2016 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational and political leaders across the nation seek to create a more educated population in order to compete in a global technology-oriented society and to increase earning potential of workers. Colleges and universities are currently seeking ways to increase persistence and achievement in order to produce more college graduates. Georgia's ACCEL program provides funding for dual enrollment programs that exist to support earning college credit while in high school. This study explored one Georgia university's persistence and achievement among first-time first-generation college students who participated in dual enrollment programs. First generation students are more likely to withdraw from college enrollment during the first year of attendance. Utilizing dual enrollment as a social and academic integration strategy for first-generation and economically disadvantaged college student persistence is supported by the theoretical framework of Tinto's student integration model. This study employed a causal-comparative research design that matched 119 first-time first-generation students who earned dual enrollment credit with 119 first-time first-generation students who did not earn dual enrollment credit. A Chi-square test for association was conducted for hypothesis one. For the purpose of analyzing hypotheses two and three, two-tailed t tests with a .05 alpha level were used in the study. A Mann-Whitney U test was also utilized for hypotheses two and three. No significant statistical difference in achievement or persistence was noted among the control and treatment groups.
Download or read book The Impact of Dual Enrollment Participation on Degree Attainment written by Peggy Anne Westcott and published by . This book was released on 2009 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Dual Enrollment de and Technical College Enrollment Retention and Site of Instruction written by April Washington Welch and published by . This book was released on 2018 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt: A credential beyond a high school diploma is increasingly a predictor of future economic success, career attainment and mobility, and quality of life. It is estimated that by 2020 approximately 30 percent of available jobs will require a skill set and knowledge base offered in college certificate, college diploma, or Associate Degree programs. Dual enrollment (DE) is one type of accelerated learning opportunity that offers high school students a head start on earning a postsecondary credential. This study used a quantitative research design with descriptive and inferential statistics to answer research questions on the relationship, if any, between DE participation as high school students and postsecondary enrollment, retention, and instructional site at the same technical college that administered college course work for students who earned DE credit and their non-DE peers who attended the same high schools. Binary logistic regression analyses predicted that DE participation did have a relationship on technical college enrollment but did not have a relationship on technical college retention. Dual enrollment instruction at the high school site was the most reliable predictor of technical college enrollment. Dual enrollment remains as one likely solution to help increase the number of students who pursue education and training beyond a high school diploma and to help students earn a college credential faster by earning college credits prior to high school graduation.
Download or read book An Analysis of the Impact of High School Dual Enrollment Course Participation on Post secondary Academic Success Persistence and Degree Completion written by Joni Lynne Swanson and published by . This book was released on 2008 with total page 746 pages. Available in PDF, EPUB and Kindle. Book excerpt:
