Download or read book First generation College Students and the Effect of Dual Enrollment Participation on Their College Self efficacy written by Abbey Armstrong Judge and published by . This book was released on 2020 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the effect of dual enrollment participation on first-generation college students' self-efficacy during their first year of college. The research also sought to understand first-generation college students' perceptions of dual enrollment programs. Data was collected using an instrument comprised of questions adapted from the College Self-Efficacy Inventory and designed by the researcher. One hundred fifty-seven college students enrolled in a Freshman Experience course at three colleges in northeastern Pennsylvania were asked to complete the survey. The data collected from 47 survey respondents who identified as both first-year and firstgeneration college students was analyzed to address the research questions. Data was compared between two groups of students. One group participated in dual enrollment, while the other did not. The results of this data indicated that first-generation college students who participated in dual enrollment had higher college self-efficacy than those who did not. The data also revealed that students who participated in dual enrollment tend to understand the value and purpose of such programs. The results of this study expose a continued need to inform and support first-generation college students with program options like dual enrollment that can positively influence their college selfefficacy and subsequently their transition to college.
Download or read book Comparing the Self efficacy of Dual Enrollment Students Taking Classes at the High School at the College and Online written by Tyler Wallace and published by . This book was released on 2017 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative causal comparative study investigated how the modality of course content delivery impacts the self-efficacy of dual enrollment students. The problem was that it is unclear how the benefits of dual enrollment impact different student groups based on the location of the course. The purpose was to verify existing research linking higher college self-efficacy with participation in dual enrollment programs and to provide an initial understanding of how the benefit of higher levels of self-efficacy regarding college performance is distributed between students who take their dual enrollment courses in various modalities. Using the College Academic Self-Efficacy Scale (CASES), data was collected from a sample of 178 dual enrollment students across the state of Washington and a one-way ANOVA with four groups at the alpha
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 In Plain Sight written by Michael Edward Acosta and published by . This book was released on 2017 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2000, the Texas Higher Education Coordinating Board adopted Closing the Gaps by 2015: The Texas Higher Education Plan, a blueprint to minimize educational gaps in Texas. This plan called for the expansion of early college intervention programs across the state. Since that time, a number of programs have been established that offer both college experience and the opportunity to earn college credit. Throughout the implementation of these programs, questions of rigor have persisted, as have uncertainties about how these programs might provide a true college experience. This is especially true for Texas’ underrepresented student populations. In light of these questions, a four-year university has developed a unique dual enrollment program that offers both the benefits and rigor of courses offered to on-campus first-year university students. Get Ready Today, a pseudonym, provides dual enrollment courses to students across the state. Through quantitative analysis of extant data, this dissertation sought to better understand the enrollment of first-generation students in Get Ready Today, examining if these students had significantly different academic outcomes as a result of participation in the program when compared to their non-first-generation peers. Secondly, this dissertation examined the Get Ready Today first-generation population in comparison to ix comparable control samples of first-generation students who both did and did not participate in other early college intervention programs. These control samples were developed through Propensity Score Matching. The results of the quantitative analysis were reviewed through a framework of Stanton-Salazar’s (2011) theories on student social capital development, and their impact on Tinto’s (1993) theories of student departure. The resulting findings have implications for the continued development and continuous improvement of early college intervention programs across the state.
Download or read book First Generation College Student Research Studies written by Terence Hicks and published by Rowman & Littlefield. This book was released on 2019-07-15 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: First-Generation College Student Research Studies brings together research from a group of dynamic scholars from a variety of institutions across the United States. This extraordinary edited volume examines the first-generation college student population and analyzes topics such as college choice, social experiences, dual credit on academic success, lifestyles and health status, and professional identity/teaching practices. The empirical studies in this book contribute greatly to the research literature regarding the role that educational leaders have in educating first-generation college students.
Download or read book The Dual Enrollment Challenges of First generation Appalachian College Students written by Cecil Todd Bennett and published by . This book was released on 2020 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this holistic single-case study was to describe the dual enrollment experiences of first-generation Appalachian college students in Southwest Virginia. The theory guiding this study was Tinto’s theory of college student retention as it related to first-generation Appalachian college students who have taken dual enrollment courses. To further understand the challenges faced by these students the following research question was posed: What are student, teacher, and administrator descriptions of the challenges faced by first-generation college students taking dual enrollment courses in Southwest Virginia? Subquestions served to investigate the role of dual enrollment courses on the college involvement, college retention, and degree completion of first-generation Appalachian college students. The participants for this study included 11 individuals who were first-generation Appalachian college students who graduated from high school and were enrolled in dual enrollment courses in high school; dual enrollment instructors; school guidance counselors or principals; and dual enrollment program administrators. Data were collected via individual interviews, online focus group interviews, and reflective journals. Data were analyzed by transcribing interviews, identifying and grouping themes, and constructing a narrative that can provide information on the experiences of first-generation college students taking dual enrollment courses in the Appalachian region. Findings indicated parents may not have had the knowledge to support their children who were taking dual enrollment courses academically; however, they were able to significantly support them emotionally and financially throughout the process. This study also found dual enrollment courses are a generally positive experience for first-generation students in the Appalachian region and the support of their parents played a key role in this positive experience.
Download or read book Dual Enrollment Opportunities in Ohio s College Credit Plus Program Considering Students Self efficacy and Academic Achievement written by Julian N. Branch and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study employed a survey design methodology utilizing quantitative methods of data collection and analysis to investigate the impact of various environmental factors including course format, type of institution, academic support, and level of engagement with CCP on Ohio's College Credit Plus (CCP) students' academic self-efficacy and academic achievement after controlling for student characteristics and level of engagement with CCP. The study aimed to address the limited research on Ohio's dual enrollment program as well as the limited research on the way dual enrollment opportunities affect students' academic achievement and self-efficacy. Astin's theory of student involvement and Bandura's self-efficacy theory were used as frameworks. The study's survey instrument for this study captured the students' input characteristics (demographics and prior engagement with CCP), the College Credit Plus environment (course format, type of institution where the course was taken, and academic support), and the students' outcomes (academic achievement, and academic self-efficacy). The findings of the current study suggest that involvement in dual enrollment courses is associated with academic achievement, but different characteristics of the programs (e.g., format, type of institution) may not affect academic achievement. I discovered that academic support is associated with greater self-efficacy among students in dual enrollment programs. Findings of the current study have the potential to inform policies and practices for dual enrollment programs.
Download or read book Reports of the White Terror in Hungary written by and published by . This book was released on 1920 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Experiences and Perceptions of First generation Low income Students First Semester of Dual Enrollment in Georgia written by Megan Higgins and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research sought to understand the experiences and perceptions of first-generation, low-income (FGLI) students enrolled in their first semester of a dual enrollment program (DEP) in a rural county in the southeastern United States. The study followed a basic qualitative design. Participants enrolled in their first semester of college courses during the 2019-2020 school year, were first in their family to attend college, and qualified for the Free or Reduced Lunch (FRL) program. Eight participants were selected, one from each of the following categories: male and female, White and non-White, and high- and low-grade point averages. Data were collected during three interviews and coded by In Vivo, Emotion, Process, and Pattern coding during the analysis process. Five themes were uncovered through the data analysis process including college readiness skills, anxiety, support systems, interactions, and persistence. Implications for practice are provided, including teacher recommendations and surveys within the application process and creating a mentor program to provide support systems for the students. Future research is suggested to include studying the differences in experiences and perceptions of FGLI students in DEPs at 2-year and 4-year colleges, the difference in persistence rates in academic and technical courses for the DEP at 2-year colleges, the differences in anxiety and self-confidence levels for female and male students, and the experiences and perceptions of FGLIs in a DEP during the Covid-19 global pandemic. Keywords: Dual Enrollment, First-Generation Students, Georgia Dual Enrollment, Dual Credit, Low-Income Students, Concurrent Courses
Download or read book Forks in the Pathway written by Mary Allison Kanny and published by . This book was released on 2014 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: At no other time in the history of American higher education have so many students aspired to earn a college degree. Lamentably, attrition rates have remained stagnant over the past decade with a large proportion of student departures occurring during or immediately after the first year. Fundamental disconnects between the K-12 and higher education sectors have been blamed for large numbers of students arriving to college unprepared to face the academic and normative challenges that await them. In response, educational researchers and policymakers have called for enhanced academic pathways that bridge the gap between educational sectors and allow students to not only enroll, but succeed, in college. Dual enrollment, a course-taking arrangement whereby high school students enroll in college courses and in most cases earn college credit for them, is the fastest-growing academic pathway today. Yet, empirical data in support of this pathway is limited. The purpose of this study was to explore the impact of dual enrollment course participation on first-year student engagement and college grades. Drawing from student engagement literature and theory, student engagement was considered across four key measures: active and collaborative learning, student-faculty interaction, educationally enriching experiences, and perceptions of a supportive campus environment. In particular, the effects of dual enrollment were examined both in the aggregate and with respect to potential differences by gender, first-generation status, and pre-college academic achievement. Using national longitudinal data from surveys administered by Indiana University's Center for Postsecondary Research (CPR), a quasi-experimental research design was applied via propensity score analysis techniques to determine the unbiased effect of dual enrollment course participation on the study's five first-year outcomes. The findings and conclusions from this study suggest that dual enrollment does have a positive impact on students in the aggregate and offers comparatively greater benefits to male and first-generation students. Specifically, a main effect was found in dual enrollment's impact on student-faculty interaction for all students. Male students tended to experience more strongly positive impacts in active and collaborative learning, student-faculty interaction, and perceptions of a supportive campus environment. First-generation students received greater benefits with respect to educationally enriching experiences and first-year grades. In light of these findings, implications for practice and policy related to the dual enrollment academic pathway are considered.
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 Senior Level First generation College Student Descriptions of the Impact of Academic Self efficacy Parental Support and Cultural Capital on College Enrollment and Marticulation written by Michele A. Darby and published by . This book was released on 2013 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Condition of Education 2018 written by Education Department and published by Bernan Press. This book was released on 2019-06-30 with total page 345 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Condition of Education 2018 summarizes important developments and trends in education using the latest available data. The report presents 47 indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The Condition of Education includes an "At a Glance" section, which allows readers to quickly make comparisons across indicators, and a "Highlights" section, which captures key findings from each indicator. In addition, The Condition of Education contains a Reader's Guide, a Glossary, and a Guide to Sources that provide additional background information. Each indicator provides links to the source data tables used to produce the analyses.
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 Concurrent and Dual Credit written by Todd Arron Loftin and published by . This book was released on 2012 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: One of the most significance social challenges facing the United States is increasing the number of students entering postsecondary education and having them persist to degree completion. To accomplish this undertaking, more first-generation college students must matriculate and find academic success. Considerable research exists concerning the barriers first-generation students must overcome; however, little research exists regarding the benefits of participating in dual and concurrent credit coursework as a way to increase confidence and prepare for the rigors of higher education. The purpose of this correlational, quantitative, exploratory study was to consider the impact of dual and concurrent credit on the GPA and persistence of full-time, first-generation college students at a land-grant, four-year, research institution. The theoretical framework for the study rested on Tinto's Theory of Academic and Social Integration and Astin's Theory of Involvement. This research design was selected to focus on the predictive relationship between full-time, first-generation college students who completed dual/concurrent credit classes and those who did not. Three research questions were postulated focusing on demographics and first-to-second year GPA and persistence utilizing institutional data. The study included full-time, first generation college students at the University of Arkansas enrolled during a fall semester between 2004 and 2008. Variables considered included: gender, ethnicity, age, ACT scores, and prior credit hours earned. Results revealed that students were more likely to be female, Caucasian, age 19 or younger, and scored an average of 28 on their ACT. An ANCOVA and linear regression, using the demographic variables, reported the variability and numeric impact of dual/concurrent participation on a student's GPA. A logistic regression was calculated to determine dual/concurrent credit's effect on first-generation persistence. A multiple regression found that dual/concurrent credit had a nonsignificant, but positive effect on GPA and a logistic regression found a significant positive effect on retention. The current study helps fill a gap in the literature by addressing dual/concurrent credit and its impact on first-generation postsecondary students. This research may prove useful to practitioners and policy makers searching for ways to help first-generation students bridge the gap from high school to postsecondary education.
