Download or read book Differences in Student Success as a Function of Dual Credit Enrollment for Texas Community College Students written by Dorothy Brown Dixon and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose The purpose of this journal-ready dissertation was to examine dual credit enrollment with respect to student demographic characteristics and to student success of Texas community college students. The first purpose was to describe the demographic characteristics with respect to gender and ethnicity/race of Texas community college students who completed a dual credit course while in high school. A second purpose was to analyze the extent to which differences were present in first semester GPAs by ethnicity/race and gender of Texas community college students who previously completed a dual credit course while in high school. Finally, a third purpose was to ascertain the degree to which differences were present in the second semester GPAs as a function of ethnicity/race and gender of Texas community college students who previously completed a dual credit course while in high school. Method A descriptive research design was used in the first article and a causal-comparative research design was present in the second and third articles in this journal-ready dissertation. Archival data, from a Texas community college district0́9s Institutional Research Division, were analyzed for the 2012-2013, 2013-2014, and the 2014-2015 academic years. Variables that were analyzed were: dual credit enrollment status, gender; ethnicity/race, first semester GPA, and second semester GPA. 0́3 Findings With respect to the demographic characteristics of students who had completed a dual credit course while in high school, almost two thirds of the community college students were females. White and Hispanic students constituted the two ethnic/racial groups with the highest percentages of students who had completed a dual credit course while in high school. Of note was the very low percentage of Black students who had completed a dual credit course while in high school. Regarding first semester GPAs and second semester GPAs, with few exceptions, students who had completed a dual credit course while enrolled in high school had statistically significantly higher GPAs than their counterparts who had not completed a dual credit course while enrolled in high school. These results were consistent across all three academic years. Implications for policy and for practice were made, along with recommendations for future research. The electronic version of this dissertation is accessible from http://hdl.handle.net/20.500.11875/2176

Download or read book The Toolbox Revisited written by Clifford Adelman and published by . This book was released on 2006 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.

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 Dual Enrollment written by Tallee L. Davis and published by . This book was released on 2021 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual credit student numbers have been growing at an exceeding rate. From 2000 to 2017, students enrolled in dual credit has jumped 753% (Texas Higher Education Board, 2018). As more students continue to enroll in dual credit courses and states develop initiatives that encourage dual credit enrollment, the challenge of identifying how many dual credit hours should be taken to ensure student success becomes ever more present. This study determined influential factors of student academic success as well as the relationship between dual credit and first-year GPA. Student records and information utilized in this study were collected through institutional data at West Texas A&M University. Factors of dual credit participation include minimized long-term costs of higher education, faster completion rate, and exposure to college courses. The enrollment of dual credit is beneficial academically to students as long as there is not an excessive amount of hours taken. Varying factors have an impact on retention rates with dual credit as a factor of first-year retention for students at West Texas A&M University. Implications from this study suggest students who enroll in dual credit between 20 and 35 credit hours may have a higher first-year GPA their first year of college. Relevance between retention and dual credit hours is present when students take 19 or more dual credit hours.

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 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 Bridging the High School College Gap written by Gerald S. Edmonds and published by Syracuse University Press. This book was released on 2016-06-30 with total page 398 pages. Available in PDF, EPUB and Kindle. Book excerpt: Concurrent enrollment programs offer high-achieving high school students the opportunity to take college credit-bearing courses taught by college-approved high school teachers. This low-cost, scalable model brings accelerated coursework to urban, suburban, and rural students. In this book, scholars explore the function of concurrent enrollment programs in addressing the gap between high school preparation and readiness for the academic and social demands of college. Experts in the education field map out the foundation for programs offering concurrent enrollment courses, including best practices and necessary elements for a sustainable, viable program that contributes to student success in higher education. Providing research-based evidence of the overwhelming benefits of such partnerships between high schools and colleges, this book is a vital tool for all educators considering adopting a concurrent enrollment program.

Download or read book A Comparison of the Enrollment and Academic Success of Dual Credit and Non dual Credit Students at Des Moines Area Community College written by Randy Alan Mead and published by . This book was released on 2009 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Pathways to College Access written by Katherine L. Hughes and published by Nova Publishers. This book was released on 2006 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book looks at the ways that credit-based transition programs (CBTPs) may help middle- and low-achieving students enter and succeed in college. It highlights promising practices used by CBTPs to help students who might have been considered non-college-bound prepare for college credit course work. The book also discusses the challenges that credit-based transition programs face when trying to include such students.

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

Download or read book Dual Credit Programs and Their Impacts on Students and Community Colleges in the State of Washington written by Narek Daniyelyan and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Partnerships between secondary and post-secondary institutions that allow high school students to earn college credit have become an important aspect of the American education system. These dual credit programs may help reduce the cost of college and the time it takes to complete a college degree. In the state of Washington, the enactment of ESSHB 1546 solidified dual credit programs as a legitimate piece of the state's education system. Policymakers advocate for dual credit programs as a means of introducing historically non-dominant populations to college (Taylor, 2015; Tobolowsky, 2016). For many post-secondary institutions, especially community colleges, this is enough reason to establish and offer dual credit programs. From a student success perspective, there are few demographic comparisons on who is utilizing these programs. From an institutional success perspective, there is limited information about whether students are using these programs as a stepping-stone to a 4-year university without completing a degree at the community college. This study is a quantitative evaluation of the impacts of dual credit programs on Washington community colleges and its students. The purpose is to assess relationships that may exist between dual credit programs and community college completion rates. The findings suggest that overall, dual credit programs have positive outcomes for both students and institutions. However, outcomes are not equitable among different demographics. These findings may lead to the consideration of additional or revised questions and further research, which may examine if anything were missing from current legislation.

Download or read book Exploring College Readiness written by Charles Rowett and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Texas' 2006 House Bill 1, which required all high schools in Texas to provide students with the opportunity to earn a minimum of 12 hours of college credit prior to their graduation beginning the fall of 2008, changed the high school experience. The goal of the bill was to smooth the transition from high school to higher education. By looking at data from before, during, and after the implementation of House Bill 1, the results of this study shed light on the success or failure of Texas' 2006 House Bill 1 regarding college persistence and student success. The study used admission data from three academic years: 2007, 2008, and 2009, from a research university in Texas. This study utilized logistic regression, and multiple regression to see how much the independent variables: dual credit, poverty, gender, ethnicity, SAT scores, class rank, and high school location contributed to the dependent variables: first to second year persistence and last term freshman GPA. The study also used measures of correlation and association to determine the strength of that association between the independent and dependent variables. The Chi-square test of independence was used to examine if a student's high school location was independent from the amount of dual credit the student obtained. This study used Pierre Bourdieu's theory of cultural capital for the overarching theoretical framework. In light of this, this study looked at agency factors (dual credit, SAT scores, and class rank) as well as background factors (poverty, gender, ethnicity, and high school location) in predicting student success at college. The research discovered persistence and last term freshman GPA can be predicted from both background factors and agency factors, some factors having a stronger association than others with the dependent variables.

Download or read book College Credit in High School written by Kelty T. Garbee and published by . This book was released on 2015 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual credit, which allows students to simultaneously earn high school and college credit for the same course, is widely-implemented across the country. Dual credit is thought to promote student success in higher education. However, there is limited research on whether dual credit courses taken in high school positively influence college-level outcomes. Using Ordinary Least Squares and Logistic analysis to control for student background characteristics, this study examines the relationship between dual credit and student success in college, specifically freshman grade point average and college graduation. The study examines an existing dataset from the Texas Higher Education Coordinating Board that includes approximately 35,870 students. Results suggest that dual credit positively influences college outcomes.

Download or read book Short term Success of Former Dual Enrolled Career and Technical Education Students at College of the Desert written by Kurt Struwe and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores the associations among community college student perceptions and short-term success in college. Guiding the study are two research questions: (1) what is the association between participation in dual enrollment and subsequent college success for CTE students formerly enrolled in dual credit secondary programs and those who were not, and (2) how do CTE students' perceptions of their college experiences differ between CTE students formerly enrolled in dual credit secondary programs and those who were not enrolled in those programs? Study participants were students who were formerly enrolled in dual credit programs at the secondary school and those who were not. Previous literature indicates that students who participate in career and technical education (CTE) programs offered in high school are more motivated and successful in college CTE programs than those who were not. Dual enrollment isn't only for high-achieving students; it also can benefit first-generation students, minority students, and low-income students. This study examined associations among variables in the intervention and comparison groups. Data were gathered from an online survey and the Student Information System (SIS) at College of the Desert to examine students' experiences, perspectives, and motivation in college. These data were then analyzed using chi-square and t-test analyses. The intervention group had higher course completion rates than the comparison group, the only statistically significant difference among all associations that were tested. The intervention group had higher rates of intention to transfer to a four-year college than the comparison group but these differences were only marginally significant. Differences in low-income status and first-generation status were observed between the intervention and comparison groups but these differences also were only marginally significant.

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 The Effectiveness of a Dual Credit Program on Black and Hispanic Students in an Urban School District written by Michael R. Love and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The limited research that incorporates a mixed-method approach on dual credit and the impact on students, especially Black and Latinx students, creates an opportunity to contribute to the knowledge within the field. As advanced courses such as dual credit have increased in popularity since the 1970s (Kravitz, 1994), many stakeholders have brought up concerns about the equity, accessibility, and rigor of these courses (Troutman, Hendrix-Soto, Creusere, & Mayer, 2018; Miller et al., 2018). A rising number of states have passed legislation to expand dual credit, which accentuates student exposure to collegiate courses. However, much of the legislation outlines little to nothing about supportive measures or benchmarks for those institutions delivering dual credit courses (Durosko, 2019). As states, districts, and post-secondary institutions boost investment in this approach, additional evaluation is warranted because the goal is to amplify the matriculation and success of students who take advantage of college courses in high school, with an emphasis on those at-risk student populations. This method of career preparation has been heralded as a universally beneficial platform for all students who participate. Based on this increased belief in the success of such courses, enrollment in dual credit courses exploded with an increase of over 68% from the early 2000s to 2011 (Thomas et al., 2013). This study examined the impact of a dual credit program on students’ academic performance in an urban school district. Specifically, the study was designed to identify and isolate those specific program elements – postsecondary matriculation, course performance, and participant perception of the program – while evaluating differences in outcomes between racial groups. Surveys, focus groups, and existing student performance data were used in this study. Subjectivism is the epistemology that informs this research and is guided by the interpretivism theoretical perspective (Crotty, 1998). Interpretivism can be defined as different people experiencing and understanding the same “objective reality” differently (O’Donoghue, 2006). Findings indicate that dual credit courses can help improve matriculation rates and the perception of a college of participants. Gaps in academic performance between minority student groups (Black and Hispanic) and White students were found among dual credit students

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 129 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.