Download or read book An Ex Post Facto Study of Dual Credit Participation as an Indicator of Immediate College Enrollment at an Urban Mississippi Community College written by Lori M. Smith and published by . This book was released on 2024 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study is to compare the immediate college enrollment of students who participated in the community college's dual credit program in high school with students who did not participate in the dual credit program. Data from a local community college's dual credit program is analyzed to understand the effects of participation, particularly in career and technical education (CTE) courses, on students' decisions regarding college enrollment and major selection. Through statistical analysis, significant associations are found between dual credit participationm CTE pathways, and higher immeidate enrollment rates at the local community college. Additionally, a strong correlation is observed between specific high school pathways, particularly CTE programs, and students's choice of college majors."--from abstract.

Download or read book Student Perceptions of Dual Enrollment and Dual Credit in a Mississippi Community College written by Belisa Smith and published by . This book was released on 2015 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to ascertain students’ perspectives on dual enrollment and dual credit in a south Mississippi community college. The problem is the need to understand the perceptions of students regarding dual enrollment and dual credit to help foster better policies surrounding the program, help promote positive benefits for the students, and overall improve dual enrollment and dual credit to better suit the growing need and demand for a college degree. Dual enrollment and dual credit have become prominent in the U.S. Many studies have shown to have positive outcomes including increased high school completion rates, improved college persistence, and higher degree completion. The research was conducted using a questionnaire by the National Alliance of Concurrent Enrollment Partnership (NACEP) that surveyed community college students at a south Mississippi community college to determine their perspectives of dual enrollment and dual credit. All participants were over the age of 18. Only those students who were dually enrolled or took dual credit classes in high school were allowed to participate in this study. The descriptive research study was used to obtain information that describes existing opportunities by asking past dual enrollment and dual credit students about their perspectives, attitudes, and beliefs about college preparedness and dual enrollment and dual credit. This study is constructed to give a detailed analysis of self-reported data by an elite group of individuals (dual enrollment and dual credit participants) at a specific time. The participants were asked a series of questions using a questionnaire to collect data about their dual enrollment and dual credit experience. Students in the study felt that dual credit and dual enrollment and dual credit was good, and they would recommend it to other students. These perceptions were especially true for those students with lower high school GPAs and in families where the mother had less education.

Download or read book Associate s Degree Attainment for Dual Enrollment Versus Non dual Enrollment Students at a Rural Mississippi Community College written by Tonya B. Lawrence and published by . This book was released on 2017 with total page 59 pages. Available in PDF, EPUB and Kindle. Book excerpt: In line with the national trend, Mississippi faces the same challenge that fewer students are completing college degrees. In response to the national call for more degrees, many states have implemented dual enrollment programs to try to decrease the transition anxiety between high school and college, which could possibly lead to more college degrees. This study will add to the very limited body of quantitative research relating to the relationship between students participating in dual enrollment and college degree completion at rural Mississippi community colleges. With an increased focus on a higher number of college graduates, this study could provide information for rural community colleges in Mississippi in regards to retention of dual enrollment participants through obtaining a degree. The purpose of this study was to determine whether or not there was a significant difference in the number of students completing an Associate’s degree when comparing students who participated in a dual enrollment program to students who did not participate in a dual enrollment program at a rural Mississippi community college. The sample was comprised of 320 students - 160 students who participated in dual enrollment and a comparative group of 160 students who did not participate in dual enrollment - from across the district of the target community college. Participants included students who were enrolled at the target community college in the fall and spring semesters of 2010 and 2011. A Chi-square test for independence was used for all four research questions to analyze the two categorical variables. Results of the study indicate that there is a significant relationship between the participation in dual enrollment and the completion of a degree, AA and AAS, at the target community college. Findings indicate that students who participate in the dual enrollment program are much less likely to complete their degree at the target community college. There is a need to further investigate dual enrollment as it pertains to completion of a degree at a rural Mississippi community college.

Download or read book Dual Enrollment Policies Pathways and Perspectives written by Jason L. Taylor and published by John Wiley & Sons. This book was released on 2015-03-16 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Looking to develop new dual enrollment programs or adapt and revamp an existing dual enrollment programs at a community college? This volume addresses the critical issues and topics of dual enrollment practices and policies, including: state policies that regulate dual enrollment practice and the influence of state policy on local practice, the usage of dual enrollment programs as a pathway for different populations of students such as career and technical education students and students historically underrepresented in higher education, and chapters that surface student, faculty, and high school stakeholder perspectives and that examine institutional and partnership performance and quality. This is the 169th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.

Download or read book On the Fast Track Understanding the Opportunities and Challenges of Dual Credit ASHE Higher Education Report Volume 42 Number 3 written by Barbara F. Tobolowsky and published by John Wiley & Sons. This book was released on 2016-03-29 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: The dual-credit curricular initiative offers high school students the opportunity to earn college and high school credits simultaneously without taking a standardized test to acquire the credit. The courses are purported to introduce students to a more rigorous curriculum in high school and save them time and money in their pursuit of college degrees. Dual credit programs have grown rapidly, and this monograph provides a synthesis of: • the scholarly literature on dual credit offered at high school and a variety of postsecondary settings; • underrepresented students’ experiences with the course(s), and • suggestions for future research and drivers that will influence its development. Originally, these initiatives focused on high-achieving students, but additional models have emerged that expand the benefits to lower- and middle-achieving students as well. This is the third issue of the 42nd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

Download or read book Community College Dual Credit Differential Participation and Differential Impacts on College Access and Completion written by and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dual Enrollment and Dual Credit as Predictors of Community College Graduation Grade Point Average and Credit Hour Accumulation written by Nathan Ray Oakley and published by . This book was released on 2015 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: A growing trend in high schools across the state is the use of dual credit and dual enrollment courses to better prepare high school students for college or the work force. Given the increase in dual credit and dual enrollment participation and the goal of creating a more seamless transition from high school to college, the effectiveness of these programs needs to be researched. The research hypothesis for this study states that students who participate in a dual credit and dual enrollment program during high school are more likely to complete an associate degree within 3 years than students who do not participate in dual credit and dual enrollment, when accounting for covariates such as gender, race, and socioeconomic status. This study examined the effectiveness of dual credit and dual enrollment programs, particularly with regard to associate degree completion, credit hour accumulation, and college GPA. The participants in this study were 1st-time, full-time students enrolled during Academic Year 2007 at 5 of the 15 community and junior colleges in state of Mississippi. The sample included 6,029 students, of which 255 had previously participated in a dual enrollment or dual credit program. This study revealed that dual credit and dual enrollment participation positively affects postsecondary outcomes for students enrolling in community colleges in the areas of associate degree completion and college GPA. Students who started college with prior experience in a dual credit or dual enrollment program were 2.51 times more likely to complete an associate degree within 3 years of first-time, full-time college enrollment than individuals who did not participate. Additionally, the study revealed that factors such as SES, gender, and race had an effect on college GPA; and that SES and race affected the number of credit hours earned by community college students. Given the positive outcomes resulting from participation in dual credit and dual enrollment programs, these programs certainly bear consideration for expansion and further study in the future, particularly given the growing availability of longitudinal data within statewide longitudinal data systems that have launched in recent years across the United States.

Download or read book Dual Enrollment s Impact on College Enrollment written by Melanie Ann Eisenbeck Henson and published by . This book was released on 2013 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to study the degree to which dual enrollment provides high school students the impetus to pursue college enrollment following graduation. In this research dual enrollment is the treatment that suggests a correlation to greater college enrollment following high school graduation. The study focused on dual enrollment to college enrollment in one urban school district. The literature review suggested dual enrollment was a viable college readiness and enrollment predictor especially the more dual enrollment students take. State and pre-college exam performance were factors used for dual enrollment course taking. The research design was an ex post facto causal-comparative method. The design used eight descriptive research questions and three group comparative questions. The descriptive questions provided the amount of dual credit, gender, ethnic distribution, district comparison dual enrollment to non-enrollment, and the percentage of students who enrolled in college. The comparative questions provided results of performance exams to the amount of dual credit courses taken in high school. The results of the performance exams revealed no statistical difference in the amount of semester credit hours taken to the exam scores. Following their high school graduation, 64% of the cohort enrolled in college.

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 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 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 An Assessment of the Dual Enrollment Dual Credit Program at Jefferson State Community College in Birmingham Alabama written by Phillip Michael Hobbs and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores the relationship of student participation in Dual Enrollment/Dual Credit and the need of advanced training beyond secondary levels. It examines the demand and need for high school students to participate in collegiate level work while still attending high school. In addition, the study explores instructional site location and articulation of degree progression, as well as other available concurrent enrollment programs. It focuses on administrative support along with the interest of involved stakeholders. This study uses descriptive and inferential statistics for each hypothesis and research question to analysis the Dual Enrollment/Dual Credit program at Jefferson State Community College. Means, standard deviations, ANOVA's, contingency tables, and chi-squared goodness of fit test are used to measure the effects of taking courses while still attending high school Research question and null hypothesis one examination of data is to query if a difference exists in race, gender, and estimated family income based on choice of program participation. The results show that there are significant differences in the dependant variables, participation in the two programs, based on two of the independent variables race and estimated family income. Research questions and null hypotheses two and three were designed to investigate if instructor assignment bias and instructional location had a relation to grade distribution. The main purpose of this study was to statistically analyze the different group's means. Statistically, the dependant variables, grade point averages were found to be comparable between instructional locations but not comparable as a result to instructor assignment. Research questions four and five analyze student and faculty perceptions of experiences in the Dual Enrollment/Dual Credit program over a four year period. Student's overall perceptions of their experiences in Dual Enrollment/Dual Credit for this specific study were very positive. This study shows that most inquiries have more than an eighty percent strongly agree/agree satisfaction rating from students and faculty who participated over the four-year studied co-hort Educational Institutions can benefit from this study by examining the end result of a collaborative partnership and have additional tools to make the appropriate decision to create, continue or suspend these types of programs.

Download or read book Report to the General Assembly written by Illinois Dual Credit Task Force and published by . This book was released on 2008 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 Poverty Levels and Dual Enrollment Demographics and Their Effect on Mississippi High School Graduation Rates written by Amanda Leigh McCarter Powell and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the fact that education plays a vital role in the success of an individual and society as a whole, it is estimated that 1 of every 4 students will not receive a high school diploma four years after starting ninth grade. In an effort to decrease dropout rates and increase graduation rates of high school students, educators are searching for nontraditional methods to increase student achievement. One such method, dual enrollment, involves community colleges in the role as facilitators. While preliminary research indicates a relationship between dually enrolled students and high school graduation, additional data is needed on student demographics and achievement. To build and improve upon the dual enrollment programs of Mississippi's community colleges, it will be important to know the participation levels and their effect on graduation rates. The purpose of this study was two-fold: 1) To examine the proportions of students participating in Mississippi Community College Dual Enrollment Programs based on various demographics. 2) To determine the degree to which Mississippi Community College Dual Enrollment demographics and poverty levels of Mississippi public schools affect high school graduation rates of Mississippi's Community College Districts. Data were obtained from the State Board of Community and Junior Colleges and the Mississippi Department of Education. Demographic variables chosen for the study included gender, race, curriculum and poverty level. Data from each public school was grouped according to the corresponding community college district, allowing the researcher to better establish the proportions of students participating in dual enrollment and the poverty level of public school students within the district. These proportions were then analyzed to find correlation between demographics and graduation rates of the community college district. Results indicate a low overall percentage of students participating in dual enrollment and disproportioned percentages between community college districts. Regression analyses indicate that race, gender and curriculum did not contribute significantly to the prediction of graduation rate. However, high poverty levels did show a significant relationship to lower graduation rates. Additionally, in every district females were dually enrolled at rates higher than males, and students were enrolled in academic courses notably more than technical/vocational courses.

Download or read book AN ASSESSMENT OF THE DUAL ENROLLMENT DUAL CREDIT PROGRAM AT JEFFERSON STATE COMMUNITY COLLEGE IN BIRMINGHAM ALABAMA written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores the relationship of student participation in Dual Enrollment/Dual Credit and the need of advanced training beyond secondary levels. It examines the demand and need for high school students to participate in collegiate level work while still attending high school. In addition, the study explores instructional site location and articulation of degree progression, as well as other available concurrent enrollment programs. It focuses on administrative support along with the interest of involved stakeholders. This study uses descriptive and inferential statistics for each hypothesis and research question to analysis the Dual Enrollment/Dual Credit program at Jefferson State Community College. Means, standard deviations, ANOVAs, contingency tables, and chi-squared goodness of fit test are used to measure the effects of taking courses while still attending high school Research question and null hypothesis one examination of data is to query if a difference exists in race, gender, and estimated family income based on choice of program participation. The results show that there are significant differences in the dependant variables, participation in the two programs, based on two of the independent variables race and estimated family income. Research questions and null hypotheses two and three were designed to investigate if instructor assignment bias and instructional location had a relation to grade distribution. The main purpose of this study was to statistically analyze the different groups means. Statistically, the dependant variables, grade point averages were found to be comparable between instructional locations but not comparable as a result to instructor assignment. Research questions four and five analyze student and faculty perceptions of experiences in the Dual Enrollment/Dual Credit program over a four year period. Students overall perceptions of their experiences in Dual Enrollment/Dual Credit for this specific study were very positive. Thi.

Download or read book Dual Credit written by Amanda R. Ritchie and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the reported benefits of dual credit programs, questions remain regarding the long-term influence of dual credit courses on long-term student achievement and time to degree attainment. A lack of consistent policies regarding dual credit results in students taking college courses without knowing what courses they may need for their anticipated major. Dual credit programs are continuing to expand, and if dual credit courses are to contribute to college success, policymakers, educators, high schools, and institutions must understand how the combination of dual credit courses taken impacts student success and academic progress towards degree completion. The purpose of this non-experimental, ex post facto, correlation, quantitative study was to explore to what extent a relationship exists between dual credit hours earned and students’ grade point average and semesters to degree attainment. This study looked at student data from a regional institution in West Texas to explore if the number of dual credit hours earned correlated with semesters to degree attainment or a student’s first semester and final cumulative grade point average. Four research questions were analyzed using SPSS. The data was retrieved from existing archival institutional data maintained by the Texas university. The population for this study included students who began at the institution as first-time freshmen and had earned at least one hour of dual credit before enrolling at the institution. The results of this study indicate that an increased number of dual credit hours has a positive correlation with a student’s grade point average at the end of their first semester, a student’s cumulative grade point average at degree completion, and shortened time toward degree completion. Considering the continued growth of participation in dual credit in Texas and the expectations of the 60x30TX strategic plan, it is important to determine the role dual credit is playing in postsecondary student success. In order to see if dual credit is working and students are reaping the intended benefits, additional studies are needed to track how dual credit courses are utilized once the student enrolls at a postsecondary institution. Keywords: dual credit, concurrent enrollment, degree completion, 60x30TX, student success, credit hours