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A Comparative Study Of High School Advanced Placement And Dual Enrollment Programs Using A Mixed Methods Analysis
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Book Synopsis A Comparative Study of High School Advanced Placement and Dual Enrollment Programs Using a Mixed Methods Analysis by : Katrina A. Haley
Download or read book A Comparative Study of High School Advanced Placement and Dual Enrollment Programs Using a Mixed Methods Analysis written by Katrina A. Haley and published by . This book was released on 2013 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Learning and Understanding by : National Research Council
Download or read book Learning and Understanding written by National Research Council and published by National Academies Press. This book was released on 2002-09-06 with total page 589 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book takes a fresh look at programs for advanced studies for high school students in the United States, with a particular focus on the Advanced Placement and the International Baccalaureate programs, and asks how advanced studies can be significantly improved in general. It also examines two of the core issues surrounding these programs: they can have a profound impact on other components of the education system and participation in the programs has become key to admission at selective institutions of higher education. By looking at what could enhance the quality of high school advanced study programs as well as what precedes and comes after these programs, this report provides teachers, parents, curriculum developers, administrators, college science and mathematics faculty, and the educational research community with a detailed assessment that can be used to guide change within advanced study programs.
Book Synopsis Comparing Perceived College Persistence Between Students Taking Online Or Residential Dual Enrollment in High School by : Dustin Joseph Miller
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.
Book Synopsis Dual Credit and Exam-Based Courses in U.S. Public High Schools by : Nina Thomas
Download or read book Dual Credit and Exam-Based Courses in U.S. Public High Schools written by Nina Thomas and published by . This book was released on 2013 with total page 59 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report provides nationally representative data on the prevalence and characteristics of dual credit and exam-based courses in public high schools. For this survey, dual credit is defined as a course or program where high school students can earn both high school and postsecondary credits for the same courses; exam-based courses are Advanced Placement (AP) and International Baccalaureate (IB) courses. The National Center for Education Statistics (NCES) previously collected data on dual credit and exam-based courses for the 2002-03 school year from high schools (Waits, Setzer, and Lewis 2005; Kleiner and Lewis 2005). To gather current data on dual credit and dual enrollment, NCES fielded an updated survey of public high schools on dual credit and a complementary survey of postsecondary institutions on dual enrollment. The study presented in this report collected information from public high schools with grade 11 or 12 about dual credit and exam-based courses for high school students in the 2010-11 school year. NCES, in the Institute of Education Sciences, conducted this survey in fall 2011 using the Fast Response Survey System (FRSS). FRSS is a survey system designed to collect small amounts of issue-oriented data from a nationally representative sample of districts, schools, or teachers with minimal burden on respondents and within a relatively short period of time. The survey was mailed to approximately 1,500 public high schools with grade 11 or 12 in the 50 states and the District of Columbia. The unweighted survey response rate was 91 percent and the weighted response rate using the initial base weights was also 91 percent. The survey weights were adjusted for questionnaire nonresponse and the data were then weighted to yield national estimates that represent all eligible public high schools in the United States. Because the purpose of this report is to introduce new NCES data from the survey through the presentation of tables containing descriptive information, only selected national findings are presented. These findings have been chosen to demonstrate the range of information available from the FRSS study rather than to discuss all of the data collected; they are not meant to emphasize any particular issue. Readers are cautioned not to make causal inferences about the data presented here. The findings are based on self-reported data from public high schools. Appended are: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire. (Contains 31 tables and 10 footnotes.).
Book Synopsis New Dimensions in Higher Education by : United States. Office of Education. Division of Higher Education
Download or read book New Dimensions in Higher Education written by United States. Office of Education. Division of Higher Education and published by . This book was released on 1961 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Mixed Method Descriptive Study of High School Graduates' Dual Enrollment Experiences and the Influence on College Readiness by : Sherry W. Johnson
Download or read book A Mixed Method Descriptive Study of High School Graduates' Dual Enrollment Experiences and the Influence on College Readiness written by Sherry W. Johnson and published by . This book was released on 2018 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis High School Dual Enrollment Programs: Are We Fast-Tracking Students Too Fast? by : Cecilia Speroni
Download or read book High School Dual Enrollment Programs: Are We Fast-Tracking Students Too Fast? written by Cecilia Speroni and published by . This book was released on 2011 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual enrollment (DE), an arrangement by which high school students take college courses, is becoming increasingly popular as a means of improving high school education. However, there is very little rigorous evidence on its impact on student outcomes. A particular concern in evaluating its effects is the selection bias that arises because more able students are more likely to take DE courses. In this study, I employ a quasi-experimental method to gauge the causal effects of DE on student outcomes. I conduct two regression discontinuity analyses that exploit a statutory mandate in the state of Florida requiring high school students to have a minimum academic standing in order to participate in DE. The first analysis evaluates the effects of DE using GPA as the eligibility criterion. The second analysis evaluates the effects of a particularly challenging and popular DE course, college algebra, using an eligibility criterion that is specific to that course. While the standard regression-discontinuity methods are appropriate for the first analysis, the participation criterion for college algebra is used not only for DE students but also for college students. I therefore employ an extension of the regression-discontinuity method that accounts for sequential treatments. Using data on students from two high school cohorts (2000-01 and 2001-02) in selected Florida districts who were tracked through the summer of 2007, I find no evidence that simply taking a DE course improved marginal students' rates of high school graduation, college enrollment, or college degree attainment. However, for students on the margin of participation in algebra, I find that taking such a challenging DE course had large and significant effects on college enrollment and graduation rates. Appended are: (1) Estimated Discontinuity in Dual Enrollment (Any Course) in 12th Grade by Community College; and (2) Estimated Discontinuity in Participation in Dual Enrollment Algebra by College. (Contains 9 tables, 10 figures and 38 footnotes.).
Book Synopsis College Readiness and Dual Credit Participation of Alternative High School Students by : Jeffrey James Bradley
Download or read book College Readiness and Dual Credit Participation of Alternative High School Students written by Jeffrey James Bradley and published by . This book was released on 2017 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the extent to which alternative schools add value to the college readiness of their students, as well as to measure the capacity of alternative school students to successfully complete dual credit courses while enrolled at the alternative school. This mixed methods study utilized an exploratory approach with a descriptive research design to explore the extent to which alternative schools produce college-ready students. The Texas Success Initiative Assessment was used to measure participants' academic readiness levels in mathematics, reading, and writing. Additionally, participants had the opportunity to provide their own perspectives on their college readiness levels through a student survey and semi-structured face-to-face interview. The results of this study reveal that the college readiness levels of alternative high school students varied across academic areas. Of the tested participants, 41.1% were college ready in reading, 52.1% in writing, and 16.7% in mathematics. Additionally, the findings reveal that dual credit course participation was not a viable option because of course prerequisites and the amount of time needed to complete dual credit courses. Results of this study expand on the literature to provide a better understanding of the effectiveness of alternative school programs, the college readiness levels of alternative high school students, and the capacity of alternative high school students to successfully complete college coursework while in high school.
Book Synopsis Benefits of Dual Enrollment Agreements at a High School Within Chester County, Pennsylvania /cDavid C. Madden by : David C. Madden
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.
Book Synopsis Student, Teacher, and Educational Leader Perceptions of the Quality of Implementation of an Advanced Placement Program in A Select Urban High School: A Mixed Methods Study by : Quail T. Arnold
Download or read book Student, Teacher, and Educational Leader Perceptions of the Quality of Implementation of an Advanced Placement Program in A Select Urban High School: A Mixed Methods Study written by Quail T. Arnold and published by . This book was released on 2012 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Postsecondary Achievement of Participants in Dual Enrollment by : Melinda Mechur Karp
Download or read book The Postsecondary Achievement of Participants in Dual Enrollment written by Melinda Mechur Karp and published by . This book was released on 2007 with total page 83 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual enrollment programs enable high school students to enroll in college courses and earn college credit. Once limited to high-achieving students, such programs are increasingly seen as a means to support the postsecondary preparation of average-achieving students and students in career and technical education (CTE) programs. This report seeks to answer several questions regarding the effectiveness of dual enrollment programs using statistical methods to examine the impact of dual enrollment participation for students in the State of Florida and in New York City. Particular attention is given to the impact of dual enrollment participation on students enrolled in CTE courses of study in high school. Evidence is provided to support dual enrollment as a useful strategy for encouraging postsecondary success for all students. Research questions for this study included investigation of initial entry to postsecondary education, and both short-term and long-term effects of participation in a dual enrollment program. Two existing large-scale administrative datasets were examined, using non-experimental methods, including ordinary least squares and logistic regressions. Findings for each program are discussed separately. In Florida, a positive relationship was found between dual enrollment participation and short- and long-term outcomes: (1) Dual enrollment was positively related to student likelihood of earning a high school diploma: (2) Participation in dual enrollment was positively related to enrollment in college; (3) Dual enrollment students were statistically significantly more likely to persist in college to a second semester; (4) Of students ever enrolled in postsecondary education, dual enrollment participation was positively associated with their likelihood of remaining enrolled two years after graduating from high school: (5) Dual enrollment students' grade point averages were statistically significantly higher than their non-participating peers throughout their postsecondary careers; and (6) Dual enrollment students had earned more postsecondary credits three years after high school graduation (indicating that they had made more progress toward a degree). Participation intensity had little impact on short- and long-term outcomes: the statistically significant effect of dual enrollment participation versus non-participation generally remained the same, regardless of whether students took one, two, three or four, or five or more dual enrollment courses. These finding were found true for all students. Though not as consistently as in Florida, positive short- and long-term outcomes of dual enrollment participation were also found in the New York City sample: (1) Program participants were more likely than their peers to pursue a bachelor's degree; (2) Program participation was positively related to students' first-semester grade point averages; and (3) Participation was positively related to students' overall progress toward a degree. Unlike Florida, some influence of participation intensity was found in New York, especially for long-term outcomes. Findings provide an encouraging, though not definitive, picture of dual enrollment as a strategy for encouraging student access to and persistence in postsecondary education. Further research is advocated to use additional control variables for student background and motivation. (Contains 6 footnotes, 7 figures and 29 tables.).
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 582 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparative Case Study of Three Small Comprehensive Public High Schools with Strong Advanced Placement Programs by : Jack Thompson
Download or read book A Comparative Case Study of Three Small Comprehensive Public High Schools with Strong Advanced Placement Programs written by Jack Thompson and published by . This book was released on 2005 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis High School Students Earning College Credit by : Margaret Fincher-Ford
Download or read book High School Students Earning College Credit written by Margaret Fincher-Ford and published by Corwin. This book was released on 1996-12-26 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: Help your students earn both high school and college credit while still in high school. This comprehensive guide takes teachers and administrators step-by-step through the process of planning, implementing, and evaluating dual-credit programs between their high school and postsecondary institutions. Increasingly, advanced students want to take college courses during high school, and this handbook helps you to set up programs that benefit students and faculty at both institutions. Examines legal constraints, methods of curriculum alignment, funding sources, and evaluation procedures. Explains the differences between dual-credit, dual-enrollment, and articulation programs. Includes surveys for program evaluation and an annotated model agreement to use between participating institutions. Written for school administrators, teachers, students, faculty of education, and all others interested in creating new learning opportunities for students, this practical guide will help you develop and sustain productive educational partnerships.
Book Synopsis The Toolbox Revisited by : Clifford Adelman
Download or read book The Toolbox Revisited written by Clifford Adelman and published by . This book was released on 2006 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.
Book Synopsis Making Advanced Courses Equitable and Effective: Aligning Approaches, Philosophies, and Decision-Making Structures in Bellingham Public Schools by : Shashwata Prateek Dutta
Download or read book Making Advanced Courses Equitable and Effective: Aligning Approaches, Philosophies, and Decision-Making Structures in Bellingham Public Schools written by Shashwata Prateek Dutta and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This capstone outlines my strategic project on creating a coherent system for advanced course taking across Bellingham high schools. The Bellingham School District offers three dual-enrollment and dual-credit options for high school students: Advanced Placement, College in the High School, and Running Start. Each high school has their own structure, vision, and philosophy on how students enroll in those advanced classes. However, school board members, district officials, and high school principals realized this model was ineffective and sought a more coherent system. In order to create coherence and alignment for advanced course enrollment across different high schools, I first attempted to understand why each high school created their own system to begin with. From this research, three broad themes emerged: 1) not all stakeholders believed all students can learn at high levels; 2) disaggregated data of students accessing advanced classes were difficult to obtain; and 3) different leaders in high schools had different philosophies on how high school students succeed. These themes not only uncovered incoherence, but revealed mindsets and structures that hampered equitable access to advanced course enrollment. Therefore, the outcome of this project not only brings coherence to advanced classes, but also makes them more equitable and accessible for traditionally disadvantaged populations. This capstone describes the strategies and tactics as well as my successes and failures creating a coherent, equitable, and accessible system for advanced classes across Bellingham high schools. From this work, Advanced Placement test fees were fully subsidized for students receiving free and reduced priced lunch, College in the High School is in the process of being reformed with fewer partners, students who need extra support in Running Start will begin to receive it, and a wide-ranging conversation around the role of quantitative data has begun.
Book Synopsis State-funded Dual Enrollment Program by : Debra H. Harris
Download or read book State-funded Dual Enrollment Program written by Debra H. Harris and published by . This book was released on 2020 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: In December 2015, the Every Student Succeeds Act (ESSA) asked each state to design a plan to hold accountable their State Education Agency to provide flexible pathways to college and career with a commitment to ensure personalized learning and equitable opportunities for high school learners. With decades of effort to provide personalization through college and career pathways, the Vermont House and Senate Committees on Education holds its Agency of Education (VAOE) responsible for reporting how the Agency increases high school graduation rates and reduces dropout rates through the state-funded dual enrollment program. As State Education Agencies implement their ESSA plans, the literature provides a historical perspective of personalized learning, college and career readiness, and the dual enrollment pathway adopted by all 50 States. As a quantitative study of secondary data from the VAOE and the New England Secondary Schools Consortium (NESSC), this study explored the effect of program outcomes for subgroup dual enrollment voucher usage for gender, Special Education, Economically Disadvantaged, and the English Language Learner. The research further examined the number of high schools that participated in the state-funded dual enrollment program and its effects on graduation and dropout rates. The evidence for voucher usage and an increase in the number of participating high schools was not strong enough to suggest a positive effect exists to influence state graduation rates or reduce dropout rates. However, this study found that a decrease, rather than an increase in the number of participating high schools was a statistically significant predictor to reduce the state's dropout rate. The insights gained through this study and its implications on dual enrollment configuration remain fruitful for future research. Therefore, it is only through continued examination of the nuances of state-sponsored dual enrollment programs and their configuration that state policymakers, State Education Agencies, high school leadership, and community college and university decision-makers can personalize learning through this pathway, and prepare its community of learners now and into the future.
