Download or read book Dual Enrollment Efficacy on College Readiness as Perceived by High School Dual Enrollment Teachers and Counselors in South Alabama written by Shulanda Stallworth Franks and published by . This book was released on 2016 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the perceptions of Dual Enrollment (DE) teachers and high school counselors on Dual Enrollment to compare and determine whether there are significant differences between their perceptions of college readiness among Dual Enrollment participants in South Alabama. Data were analyzed and presented based on relevance to effectiveness. This study is relevant because scholars are unclear about the effects of Dual Enrollment on college readiness. This research was designed to close some of the gaps in the literature and help education stakeholders continue developing and promoting effective mechanisms to the Dual Enrollment program. This study examined the high school DE teachers' and high school counselors' perceptions of the efficacy of DE participation on college readiness in a school district in South Alabama. A survey instrument was utilized to understand the perceptions of the South Alabama high school DE teachers and high school counselors toward the efficacy of DE participation on student success in college. Quantitative measures were applied to this study. The findings of this study support other studies conducted in this area. Specifically, Gatlin's Perception study found that the overall Dual Enrollment experience is perceived to be beneficial for many of its participants when they enter college. --Page ii.
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 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 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 Handbook of Research on Teachers of Color and Indigenous Teachers written by Conra D. Gist and published by American Educational Research Association. This book was released on 2022-10-15 with total page 1167 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers of Color and Indigenous Teachers are underrepresented in public schools across the United States of America, with Black, Indigenous, and People of Color making up roughly 37% of the adult population and 50% of children, but just 19% of the teaching force. Yet research over decades has indicated their positive impact on student learning and social and emotional development, particularly for Students of Color and Indigenous Students. A first of its kind, the Handbook of Research on Teachers of Color and Indigenous Teachers addresses key issues and obstacles to ethnoracial diversity across the life course of teachers’ careers, such as recruitment and retention, professional development, and the role of minority-serving institutions. Including chapters from leading researchers and policy makers, the Handbook is designed to be an important resource to help bridge the gap between scholars, practitioners, and policy makers. In doing so, this research will serve as a launching pad for discussion and change at this critical moment in our country’s history. The volume’s goal is to drive conversations around the issue of ethnoracial teacher diversity and to provide concrete practices for policy makers and practitioners to enable them to make evidence-based decisions for supporting an ethnoracially diverse educator workforce, now and in the future.
Download or read book Benefits of Dual Enrollment Agreements at a High School Within Chester County Pennsylvania cDavid C Madden written by David C. Madden and published by . This book was released on 2009 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to analyze the perceptions of the high school graduates and college professors on the effectiveness of the dual-enrollment program. A single school district within Chester County, Pennsylvania, was selected for this case study. Through surveys and semi-structured interviews, this researcher asked participants their perceptions of the benefits associated with participation in a dual-enrollment program. Archival data and interviews were used to triangulate the rich and descriptive data obtained. Of the 31 participants, twenty-four were high school graduates who participated in a dual-enrollment program included in this study, while seven were college professors who offered instruction at one of the colleges included in this study. Participant perceptions of the perceived benefits of the dual-enrollment program often intertwined, so that there were shared themes across all three research questions. The study was designed to uncover student perceptions regarding: (a) participant level of satisfaction associated with dual-enrollment programs, (b) high school performance, (c) transition from high school to post-secondary schooling, (d) comparable treatment of high school and traditional college students in dual-enrollment courses, (e) level of preparedness for college courses, and, (f) post-secondary performance. Each of these six topics is embedded within the three research questions. Overall, dual-enrollment participants indicated that their experience was a positive one. Participants used various phrases to describe the perceived benefits of participating in the dual-enrollment program. The emerging themes which were reflected in these responses were (a) overall preparedness, (b) the ease of transition as a result of participating in a dual-enrollment program, (c) an increased awareness for personal responsibility and time management, (d) a recognition of the value of accumulating college credit while still in high school, (e) the financial benefits of taking college classes while still in high school, and (f) a recognition that expectations of high school teachers were often less stringent than expectations of college professors. The rich and descriptive responses of the participants as related to the benefits of participating in a dual-enrollment program reinforced the research cited in the review of literature which promoted further study of dual-enrollment programs and overall educational reform initiatives at the secondary level.
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 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 An Investigation of Student Perceptions of Dual Enrollment at a Mid sized Western Community College written by Joanna J. Anderson and published by . This book was released on 2010 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual enrollment programs have become prominent across the U.S. Several studies show positive outcomes including increased high school completion, improved postsecondary persistence, and higher college degree completion. This study evaluated one dual enrollment program offered by a mid-sized community college in Wyoming. This research was the institution's first formal assessment of dual enrollment with respect to students' academic preparation for college, social/personal preparation for college, ability to transfer credits, and overall program satisfaction. The purpose of the research was to provide educators and policy makers with information useful for program improvement and National Alliance of Concurrent Enrollment Partnerships (NACEP) accreditation. A survey administered in July 2009 provided data for this study. Five null hypotheses were tested utilizing chi-square analysis. Findings were: (1) dual enrollment prepared students academically for the challenges of college, (2) dual enrollment enhanced students' understanding of the college student role, (3) dual enrollment did not help students make college/career path decisions, and (4) students were very satisfied with their dual enrollment experience and recommended the program to others. Number of dual enrollment credits acquired had the most significant relationship with improved academic preparation while location of dual enrollment classes (college or high school campus) had the most impact on students' social acclimation.
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 Using Dual Enrollment Policy to Improve College Career Readiness written by Diane S. Ward and published by . This book was released on 2012 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: As demand for a highly educated and skilled workforce grows, many governors have made student college and career readiness a priority in 2012. In their State of the State addresses, governors in Mississippi, Missouri, Virginia, and Wisconsin promoted the expansion of dual enrollment programs as a key strategy for strengthening academic preparedness. Dual enrollment provides high school students with opportunities to take college courses while completing their high school program, giving them an experience of college-level work, a better understanding of what it takes to succeed in that academic environment, and a head start on earning college credits. This brief looks at some of the dual enrollment approaches that states are advancing this year. Because governors' addresses are blueprints for action in the new year, the fate of many of these proposals will be revealed in the months to come.
Download or read book Dual Enrollment Programs What Works Clearinghouse Intervention Report written by What Works Clearinghouse (ED) and published by . This book was released on 2017 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Dual enrollment" programs allow high school students to take college courses and earn college credits while still attending high school. Such programs, also referred to as "dual credit" or early college programs, are designed to boost college access and degree attainment, especially for students typically underrepresented in higher education. "Dual enrollment programs" support college credit accumulation and degree attainment via at least three mechanisms. First, allowing high school students to experience college-level courses helps them prepare for the social and academic requirements of college while having the additional supports available to high school students; this may reduce the need for developmental coursework. Second, students who accumulate college credits early and consistently are more likely to attain a college degree. Third, many "dual enrollment" programs offer discounted or free tuition, which reduces the overall cost of college and may increase the number of low socioeconomic status students who can attend and complete college. This What Works Clearinghouse (WWC) intervention report presents findings from a systematic review of "dual enrollment" programs conducted using the WWC Procedures and Standards Handbook, version 3.0, and the Transition to College review protocol, version 3.2. The What Works Clearinghouse (WWC) identified five studies of "dual enrollment" programs that both fall within the scope of the Transition to College topic area and meet WWC group design standards. Two studies meet WWC group design standards without reservations, and three studies meet WWC group design standards with reservations. Together, these studies included 77,249 high school students across the United States. "Dual enrollment" programs were found to have positive effects on students' degree attainment (college), college access and enrollment, credit accumulation, completing high school, and general academic achievement (high school), with a medium to large extent of evidence. For the staying in high school, college readiness, and attendance (high school) domains, "dual enrollment" programs had potentially positive effects with a small extent of evidence. "Dual enrollment programs" were found to have no discernible effects on general academic achievement (college) with a small extent of evidence. The following are appended: (1) Research details for Berger et al. (2014); (2) Research details for Edmunds et al. (2015); (3) Research details for An (2013, EJ1009522); (4) Research details for Giani et al. (2014, EJ1026262); (5) Research details for Struhl and Vargas (2012, ED537253); (6) Outcome measures for each domain; (7) Findings included in the rating for the degree attainment (college) domain; (8) Findings included in the rating for the college access and enrollment domain; (9) Findings included in the rating for the credit accumulation domain; (10) Findings included in the rating for the completing high school domain; (11) Findings included in the rating for the general academic achievement (high school) domain; (12) Findings included in the rating for the staying in high school domain; (13) Findings included in the rating for the college readiness domain; (14) Findings included in the rating for the attendance (high school) domain; (15) Findings included in the rating for the general academic achievement (college) domain; (16) Description of supplemental findings for the degree attainment (college) domain; (17) Description of supplemental findings for the college access and enrollment domain; (18) Description of supplemental findings for the completing high school domain; (19) Description of supplemental findings for the staying in school domain; (20) Description of supplemental findings for the college readiness domain;and (21) Description of supplemental findings for the college readiness domain. Also provided are WWC Rating Criteria, and a Glossary of Terms.
Download or read book Taking College Courses in High School A Strategy Guide for College Readiness written by Ben Struhl and published by . This book was released on 2012 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt: States and school districts are searching for strategies to raise the college and career readiness of high school graduates--imperative in an era when postsecondary credentials are the key to good jobs, better pay, and stronger economies. The creation and implementation of higher graduation standards aligned to college and career expectations is the most visible and emblematic effort by states to ensure students are prepared to succeed after high school, but it is far from the only one. A policy strategy of increasing interest is the practice of providing students with the opportunity to take college courses while in high school, known as dual enrollment. The premise of dual enrollment is that high school students can enhance their chances for college success if they better understand what it takes to succeed in college: they do this by actually experiencing real college coursework, often earning "dual credit" for both high school and college. New research, conducted in Texas by Jobs for the Future (JFF), points to the effectiveness of dual enrollment as a strategy for improving postsecondary success. This study focused on the academic outcomes of 32,908 Texas students from the high school graduating class of 2004. Like some of these studies, the authors' research used rigorous quasi-experimental methods to control for factors other than dual enrollment that could explain student success by comparing dual enrollees to non-dual enrollees who are otherwise closely matched academically and socially. JFF's methodological approach, known as a propensity score matching model, enabled the authors to account for student background characteristics to the highest degree possible short of a randomized study. This greatly increases the certainty that the better college outcomes found for dual enrollment participants are due t o the effects of the dual enrollment courses they completed. Appended are: (1) Propensity Score Model; (2) Cohort, Treatment, and Control Group, by Region; (3) Educational Attainment of Treatment and Control Groups; (4) Test Scores by Treatment and Control Groups; (5) Odds Ratios for College Access Model; (6) Odds Ratios for College Completion Model; and (7) Dual-credit Study Methodology. (Contains 2 figures, 7 tables, and 15 endnotes.).
Download or read book College Knowledge written by Rebecca Pesko and published by . This book was released on 2019 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to explore the relationship between high school dual enrollment and college academic success. Participants in this quantitative study were identified through a dual credit program at a rural North Carolina community college. Using survey data and student records, the researcher related participation in dual credit to academic self-efficacy, college readiness, grade point average, and degree completion. The results of this study support continued expansion of quality dual enrollment opportunities in rural communities and continued collaboration between secondary and post-secondary partners.
Download or read book Comparing Perceived College Persistence Between Students Taking Online Or Residential Dual Enrollment in High School written by Dustin Joseph Miller and published by . This book was released on 2019 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual enrollment and online education are two factors of education that have become prevalent over the past decade. This rapid growth has resulted in higher attendance rates, but also higher dropout rates. It is the students' persistence to graduation that demands the attention of all stakeholders. There is an abundance of research showing the value of dual enrollment leading to student success at the collegiate level, but the purpose of this study is to differentiate between online and residential dual enrollment. This study used a causal comparative design to compare the two group means of first-year residential college students taking online dual enrollment courses or residential dual enrollment courses in high school. The research took place at a faith-based university. A survey was sent out to over 4,000 first-year residential students, creating a sample size of 222 students after removing unqualified participants. A t-test was used to determine that there was no significant difference in favorability scores between students taking online dual enrollment and residential dual enrollment. Prior research shows that the location of learning does not drastically affect the outcome, which is also the result of this study. It is apparent that the differences between online and face-to-face interaction continue to decrease with the advancement of technology. For future research, it is recommended to follow students through to graduation, as this study only looks at the favorability scores from an instrument predicting the likelihood to persist.
Download or read book Efficacy of Dual Enrollment in Rural Southwest Virginia written by Karen Glass Carter and published by . This book was released on 2009 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
