Download or read book Influence of Agricultural Dual Credit on Student College Readiness Self Efficacy written by Alanna Lee Neely and published by . This book was released on 2013 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this correlational and descriptive study was to examine the influence of an agricultural dual credit course curriculum on student self-efficacy of college readiness as students matriculate to post-secondary education. To evaluate the personal characteristics, postsecondary plans, program perceptions and college readiness self-efficacy, a quantitative survey and online instrument was used to gather data and analyze information on high school students enrolled in agricultural education in both dual credit and non-dual credit courses primarily in the Middle Tennessee Region. The target population (N = 543) for this study was defined as students at 16 schools where the dual credit course was offered with the Middle Tennessee State University, School of Agribusiness and Agriscience in the 2011-2012 academic year. A total of 245 students from 16 secondary agricultural programs in seven different school districts across Tennessee, primarily in the Middle Tennessee region, participated in the study for a response rate of approximately 45%. This study examined college readiness of student participation in an agricultural dual credit course and sought to determine the relationship between student participation in a dual credit course offering and college readiness self-efficacy as well as student perceptions of the course offering. Course self-efficacy was higher among dual credit participants versus non-dual credit participants. Social self-efficacy was also higher for dual credit participants. Females had higher Course self-efficacy, and there was a positive relationship between GPA and each construct of the college readiness self-efficacy inventory. Participant perceptions of the agricultural dual credit program were also high. This study indicates that dual credit participants can confidently approach post-secondary options, and that they are more likely to be successful in college due to level of self-efficacy as they matriculate into college. Recommendations from the study include: Using the MTSU dual credit model in future dual credit course developments and collaborations; using findings as a basis for training future agricultural education teachers on how to improve CRSE; and additional and longitudinal studies to track dual credit students' success in college. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/151162

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 The Effect of the Enhanced Summer College Readiness Program on Academic Self efficacy written by Donna Gruber and published by . This book was released on 2011 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The problem of the lack of academic readiness of high school students for college is a critical one. In today's economy it is becoming increasingly difficult to compete in the job market, and positions that might have been given to people with little experience are being passed to those who hold college degrees. The possession of a college degree communicates something to employers that may not be said for candidates who have not gone to college. Therefore, being prepared for college is essential, and a high school diploma does not guarantee that a student is prepared to undertake postsecondary level courses. In fact, many students are not prepared for college-level work and are required to first complete remedial or developmental courses before starting to accumulate credits towards postsecondary degree. The purpose of this study was to examine the effect of an Enhanced Summer College Readiness Program on students' academic self-efficacy scores. The intended goal was to determine whether or not college readiness programs increase or improve high school juniors' academic self-efficacy. Two research questions were examined: (1) Was there was a difference between high school juniors that completed the new Enhanced Summer College Readiness Program and those who completed the regular Summer College Prep Workshop in academic self-efficacy scores; and (2) If academic self-efficacy scores were significantly different for students who participated in the new Enhanced Summer College Readiness Program, to what extent this significance could be attributed to the program. Academic self-efficacy data were gathered from high school juniors prior to participation in and again at the completion of the program. The participants were high school juniors who had identified interest in a summer college readiness workshop at a private Midwestern university. The College Academic Self-Efficacy Scale (CASES) was the instrument used (See Appendix A). The study used a Solomon Four-Group experimental design. There were two experimental and two comparison groups. One experimental and one comparison group were pre-tested and all four groups were post-tested. The results from quantitative and qualitative data showed that the new Enhanced Summer College Readiness Program improved academic self-efficacy better than the current Summer College Prep Workshop.

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 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 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 An Examination of Perceived Self efficacy Regarding Academic Success and Social emotional Preparedness of Rural First generation College Students who Completed an Asynchronous Credit Recovery Program written by Cynthia L. Oliver and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the number of rural, first-generation college students continue to rise, there was a gap in the literature regarding post-secondary enrollment and the self-efficacy of these students who participated in asynchronous credit recovery in high school to complete a high school diploma. In this qualitative, narrative study, I examined how completion of an asynchronous online credit recovery program influenced the perception of self-efficacy or rural, first-generation college students regarding academic success and social-emotional preparedness. Nine participants from rural towns in South Georgia provided insight related to their perceptions of their experiences in credit recovery. All nine participants perceived positive influences on their self-efficacy regarding academic success such as the improvement of individual work habits. These students also perceived the experience helped increase their awareness of the benefits of academic success, as well as environmental factors that contributed to academic success. Participants perceived credit recovery had no effect on their interaction with their peers or participation in campus activities or campus involvement. Participants did perceive self-advocacy as a direct result of having participated in credit recovery and had a positive perception of their self-efficacy regarding social-emotional preparedness. Factors that affect the retention of rural, first-generation college students’ academic success and social-emotional preparedness and understanding the students' perceptions of their self-efficacy may lead stakeholders to have a better understanding of the needs of these students.

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 Dual Credit as a Key to Preparation written by Rachel Elizabeth Jones and published by . This book was released on 2020 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual credit is a rapidly-expanding coursework option for high school students that provides a means to early college credit and is also touted as a strategy to increase postsecondary readiness. However, existing studies that tie dual credit to college preparation rely upon indicators such as enrollment, achievement, and completion of degrees; they stop short of a full evaluation of readiness by not including the variety of competencies that are necessary for college success. This dissertation presents three studies that seek to explore links between dual credit participation and an established framework for college readiness. The first is a quantitative analysis of grades in college courses after prerequisites were obtained through dual credit or other methods. The second is a qualitative examination of the lived experience of dual credit instructors who work within the high school campus. The final article is a mixed methods case study that explores an innovative dual credit program designed to facilitate an associate degree while students attend a comprehensive high school. Through the three studies, I tie dual credit participation to numerous college readiness proficiencies, and I discuss possible areas of improvement for the consideration of practitioners and areas suggestions for the future work of researchers.

Download or read book Understanding the Experiences of Dual Enrolled Students and the Influence on the College Admissions Decision written by David Charles Jenkins and published by . This book was released on 2018 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study used Krumboltz's Happenstance Learning Theory (2009) as a framework for understanding the student's dual enrollment experience and the influence on the college admission decision. To understand and make meaning of the lived experiences of dual enrolled students, the study included personal interviews with 13 first-year students who earned college credit through dual enrollment in high school. The study took place at a small, public, four-year university in a rural area of the southeastern United States and identified reasons why dual enrolled students either persist or choose to leave the institution where they earned their dual enrollment credits. Five themes emerged when analyzing the data including college preparedness, financial incentives, college readiness, challenges encountered, and college selection. These insights into the students' dual enrollment experiences may help postsecondary institutions better recruit and retain students.

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 The Effects of Dual Enrollment Credit and Huskins Program Credit on College Readiness written by Bartlett Yancey Ganzert and published by . This book was released on 2010 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Perceived Factors Influencing High School Student Participation in an Integrated Statewide Dual Credit Program written by Allison J. L. Touchstone and published by . This book was released on 2010 with total page 492 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual credit programs have become increasingly popular with 71% U.S. public high schools offering dual credit courses in 2002-2003. As this popularity has grown, so have concerns regarding academic rigor, course quality, parity with college courses, and effects on higher education. Determining actual dual credit course equivalent in higher education has also been problematic for many universities. To best address this problem, the University of Idaho College of Agricultural and Life Sciences (ICALS) partnered with the Idaho Vocational Agriculture Teachers' Association and Idaho Division of Professional Technical Education to design a dual credit program based on nationally identified strengths of quality programs. The creation process embraced Constructivist Leadership practices with the goal of maintaining quality instruction and rigorous content throughout the program. Courses were also aligned with state and national pathways, or a specific sequence from secondary to post secondary education, to clarify college course equivalency. Seven courses were developed and offered during the 2008-2009 school year and 156 students earned 307 credits. This quantitative study was designed to identify high school student dual credit course participants' perceptions, influencers, and preferences regarding: a) factors and individuals that affected their decision to take dual credit courses, b) which higher education institution they planned to attend, before and after the program, c) which academic college and major they planned to seek, and d) what information and individuals influenced enrollment decisions. The study results provided insights into dual credit programs and the relationship to: a) student gender, b) the size of the students' high school, and c) whether the duel credit courses increased the probability of the student enrolling in the providing higher education institution. Findings of the study included: a) the secondary instructor had the greatest impact on student participation in the dual credit program, and b) gender and school size of the participant had little relationship to participation or perception of the program. Recommendations for further research included: a) annual replication of this study, b) study of the economic impact of dual credit programs on post secondary institutions, and c) impact of distance education technology on dual credit programs.

Download or read book Dual Credit and Dual Enrollment written by Vickie Artman and published by . This book was released on 2017 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: This particularistic qualitative study examined the perceptions of 18 students' dual credit experience and the viewpoints of three administrators. While limited in scope, this study makes an important contribution to what is currently known about dual credit experiences from students that have graduated with a dual degree at the completion of high school. Primary data collection occurred through individual interviews with the students and with the administrators. Nine themes were identified from the qualitative analysis of the students' interview responses and 10 themes were identified from analysis of the administrators interview responses. Student themes related to influence, the dual credit experience, student decisions/choices, value, desire to continue, dual credit concerns, advice to high school students, and the top three advantages to a dual credit program. The student participants reported that, while the dual credit experience had been challenging, the program resulted in positive educational outcomes, time savings, cost savings, and access to college courses. Administrator themes related to the dual credit enrollment process, influence, the student experience, support systems, student choice, outcomes of acquiring a dual degree, impact of dual degree status on pursuit of higher education, degree completion, advice for dual credit students, and the future of dual credit programs. While the three administrator participants valued the dual credit program, each provided a unique view of the program. The findings from this study may help to improve future dual credit experiences for the students and help to create a favorable relationship between the community college and high school. Conclusions drawn from the findings were reported. Implications for policy, research, and practice were identified. Recommendations were made for further research.

Download or read book Dual Credit concurrent Enrollment Initiatives written by Walter Claude Bartlett and published by . This book was released on 2008 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study focused on three major areas of influence on students' postsecondary decisions as related to the DCCE initiatives: the knowledge-base of the students and their advisors, the college enrollment aspirations for the students, and the students' college planning practices. The research investigated whether these elements are being addressed by the DCCE initiatives and the level of effectiveness of any efforts to address these major areas of influence on students' postsecondary decisions. The study was a three-phase, mixed methods study using participant data from students from nine North Carolina community colleges. The first phase involved a student database search; the second phase involved a combined student interview, which represented the first data collection methodology used in the study, and the third phase was the administration of an individual student questionnaire. The research revealed that there are several major influences on the students' decisions regarding enrolling in DCCE courses. The primary influence was the students' parents. Other helpful and influential sources of information in the students' DCCE enrollment decisions were student advisors such as teachers. Students' decisions regarding DCCE participation also were influenced by knowledge of tuition-waived college credit, transferability of college courses, getting an early start on college courses, and a quicker pathway to career goals. A majority of the respondents felt that their pre-DCCE level of understanding of how they could apply their DCCE experience to achieve their college goals was very high. Only half of the respondents reported knowing where they wanted to go to college or what they wanted to study once they graduated from high school before they started taking DCCE courses, and a majority of the respondents did not start planning for college until their sophomore or junior year of high school. A majority of the respondents were already taking DCCE courses when they developed their college goals. The data suggest that the students' college goals actually evolved throughout their DCCE experience via their participation in the DCCE program."--Abstract from author supplied metadata.

Download or read book Building College Going Self Efficacy for Rural Middle School Students written by Laura Ann O'Donnell and published by . This book was released on 2020 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study examines the role of an explicit college-going intervention on the self-reported levels of college-going self-efficacy for rural middle school students. While there are a multitude of variables that influence a student's decision to pursue formal education beyond high school, this study focused on college-going self-efficacy, which is one of the constructs included in the Social Cognitive Career Theory. Rural seventh grade students answered fourteen questions from a College-Going Self-Efficacy scale pre-intervention and then completed the same questions post-intervention. The intervention consisted of lessons that addressed common barriers students see as prohibiting them from going to college, including finding ways to pay for college, having enough family support for college, and possessing the academic ability to go to college. Findings from the study showed that the self-reported levels of college-going self-efficacy did increase from the first survey administration to the second. Additionally, findings revealed that students qualifying for free or reduced lunches had a lower college-going self-efficacy score than their peers in the paid lunch group. Gains seen in college-going self-efficacy scores were greater for students in the paid lunch category than those in the free / reduced lunch category. While many factors contributing to students' post high school plans are based in family experiences, culture, or expectations, this study demonstrated that student levels of college-going self-efficacy can be impacted by a school-based intervention.

Download or read book The Relationship of Career Decision Self efficacy and Perceived Barriers to Academic Preparedness for Community College Students of African Descent written by Joshua Patrick Twomey and published by . This book was released on 2009 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: