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Dual Enrollment Efficacy On College Readiness As Perceived By High School Dual Enrollment Teachers And Counselors In South Alabama
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Book Synopsis Dual Enrollment Efficacy on College Readiness as Perceived by High School Dual Enrollment Teachers and Counselors in South Alabama by : Shulanda Stallworth Franks
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.
Book Synopsis Dual Enrollment Policies, Pathways, and Perspectives by : Jason L. Taylor
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.
Book Synopsis Dual Enrollment: Strategies, Outcomes, and Lessons for School-College Partnerships by : Eric Hoffman
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.
Book Synopsis Dual Enrollment: Breaking the Mold for College Readiness and Persistence in an Urban Charter School by : Robert Lemoyne Robinson
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. .
Author :Conra D. Gist Publisher :American Educational Research Association ISBN 13 :093530293X Total Pages :1167 pages Book Rating :4.9/5 (353 download)
Book Synopsis Handbook of Research on Teachers of Color and Indigenous Teachers by : Conra D. Gist
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.
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 Dual Enrollment's Impact on College Enrollment by : Melanie Ann Eisenbeck Henson
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.
Book Synopsis An Assessment of the Dual Enrollment/Dual Credit Program at Jefferson State Community College in Birmingham, Alabama by : Phillip Michael Hobbs
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.
Book Synopsis Dual Enrollment Programs. What Works Clearinghouse Intervention Report by : What Works Clearinghouse (ED)
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.
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 Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-11 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Efficacy of Dual Enrollment in Rural Southwest Virginia by : Karen Glass Carter
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:
Book Synopsis Concurrent Enrollment Programs by : Arthur Richard Greenberg
Download or read book Concurrent Enrollment Programs written by Arthur Richard Greenberg and published by . This book was released on 1989 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: A discussion of concurrent enrollment programs, in which high school students can enroll in college-level courses before graduation and simultaneously receive credit for their diplomas and receive college credit, shows how such programs can address concerns about high school-college articulation and describes several program models in action. Two aspects of articulation are addressed: high school-college curriculum redundancy and the changing demographics of the college population, affecting the appropriateness of many introductory college-level courses. Benefits seen in concurrent enrollment programs include acceleration of progress for students, reduced tuition costs, reassurance for parents concerning their children's ability to handle college-level academic responsibilities, relief of high school senior ennui, productive interaction between high schools and colleges, improved high school faculty status, enhanced high school standing, facilitated student recruitment, grant opportunities, school-college faculty interaction, enhanced college-community relations, and social equity. Programs at Syracuse University (New York), Florida International University, Kingsborough Community College (New York), LaGuardia Community College (New York), Seattle University (Washington), and the Minnesota and Florida statewide programs are described. Suggestions for designing, implementing, and evaluating a concurrent enrollment program are given. 19 references. (MSE)
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 Student Perceptions of Dual Enrollment and Dual Credit in a Mississippi Community College by : Belisa Smith
Download or read book Student Perceptions of Dual Enrollment and Dual Credit in a Mississippi Community College written by Belisa Smith and published by . This book was released on 2015 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to ascertain students’ perspectives on dual enrollment and dual credit in a south Mississippi community college. The problem is the need to understand the perceptions of students regarding dual enrollment and dual credit to help foster better policies surrounding the program, help promote positive benefits for the students, and overall improve dual enrollment and dual credit to better suit the growing need and demand for a college degree. Dual enrollment and dual credit have become prominent in the U.S. Many studies have shown to have positive outcomes including increased high school completion rates, improved college persistence, and higher degree completion. The research was conducted using a questionnaire by the National Alliance of Concurrent Enrollment Partnership (NACEP) that surveyed community college students at a south Mississippi community college to determine their perspectives of dual enrollment and dual credit. All participants were over the age of 18. Only those students who were dually enrolled or took dual credit classes in high school were allowed to participate in this study. The descriptive research study was used to obtain information that describes existing opportunities by asking past dual enrollment and dual credit students about their perspectives, attitudes, and beliefs about college preparedness and dual enrollment and dual credit. This study is constructed to give a detailed analysis of self-reported data by an elite group of individuals (dual enrollment and dual credit participants) at a specific time. The participants were asked a series of questions using a questionnaire to collect data about their dual enrollment and dual credit experience. Students in the study felt that dual credit and dual enrollment and dual credit was good, and they would recommend it to other students. These perceptions were especially true for those students with lower high school GPAs and in families where the mother had less education.
Book Synopsis Combating Shame in the Dual Enrollment Classroom by : Rachel Suzanne Martin
Download or read book Combating Shame in the Dual Enrollment Classroom written by Rachel Suzanne Martin and published by . This book was released on 2019 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the past several years, dual enrollment has been proposed as an intervention for increasing college matriculation and degree attainment among high school students in the United States (Zinth & Barnett, 2018; Struhl & Vargas, 2013). Traditionally, these programs have required students to meet certain prerequisites prior to engaging in college-level coursework (Taylor, Borden, & Park, 2015). However, as the efficacy of dual enrollment has become documented in the literature, educators and policymakers have expressed interest in expanding access to dual enrollment among low- and middle-achieving students (Karp & Hughes, 2008). Although this effort is admirable, dual enrollment programs must also provide systemic support for students who may be entering these rigorous courses with lower levels of academic preparedness, as these students may be more likely to suffer damage to their academic self-concept and psychological wellbeing if they perceive they have been unsuccessful. Consequently, this report aims to review the literature on dual enrollment and academic achievement emotions and propose suggestions for providing caring, effective support for all students participating in dual enrollment while in high school
Book Synopsis Dual Enrollment and Dual Credit as Predictors of Community College Graduation, Grade Point Average, and Credit Hour Accumulation by : Nathan Ray Oakley
Download or read book Dual Enrollment and Dual Credit as Predictors of Community College Graduation, Grade Point Average, and Credit Hour Accumulation written by Nathan Ray Oakley and published by . This book was released on 2015 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: A growing trend in high schools across the state is the use of dual credit and dual enrollment courses to better prepare high school students for college or the work force. Given the increase in dual credit and dual enrollment participation and the goal of creating a more seamless transition from high school to college, the effectiveness of these programs needs to be researched. The research hypothesis for this study states that students who participate in a dual credit and dual enrollment program during high school are more likely to complete an associate degree within 3 years than students who do not participate in dual credit and dual enrollment, when accounting for covariates such as gender, race, and socioeconomic status. This study examined the effectiveness of dual credit and dual enrollment programs, particularly with regard to associate degree completion, credit hour accumulation, and college GPA. The participants in this study were 1st-time, full-time students enrolled during Academic Year 2007 at 5 of the 15 community and junior colleges in state of Mississippi. The sample included 6,029 students, of which 255 had previously participated in a dual enrollment or dual credit program. This study revealed that dual credit and dual enrollment participation positively affects postsecondary outcomes for students enrolling in community colleges in the areas of associate degree completion and college GPA. Students who started college with prior experience in a dual credit or dual enrollment program were 2.51 times more likely to complete an associate degree within 3 years of first-time, full-time college enrollment than individuals who did not participate. Additionally, the study revealed that factors such as SES, gender, and race had an effect on college GPA; and that SES and race affected the number of credit hours earned by community college students. Given the positive outcomes resulting from participation in dual credit and dual enrollment programs, these programs certainly bear consideration for expansion and further study in the future, particularly given the growing availability of longitudinal data within statewide longitudinal data systems that have launched in recent years across the United States.
