Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
Effects Of Dual Degree Credit Programs On Retention And Time To Degree At The University Of Wisconsin L Acrosse
Download Effects Of Dual Degree Credit Programs On Retention And Time To Degree At The University Of Wisconsin L Acrosse full books in PDF, epub, and Kindle. Read online Effects Of Dual Degree Credit Programs On Retention And Time To Degree At The University Of Wisconsin L Acrosse ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis Effects of Dual Degree Credit Programs on Retention and Time to Degree at the University of Wisconsin-L ACrosse by : Joshua D. Rybaski
Download or read book Effects of Dual Degree Credit Programs on Retention and Time to Degree at the University of Wisconsin-L ACrosse written by Joshua D. Rybaski and published by . This book was released on 2012 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the effects of enrollment in high school Advance Placement (AP) and/or Dual Enrollment (DE) programs on college retention and time to degree in a sample of 18,135 undergraduates between the years 1992 and 2002 at the University of Wisconsin-La Crosse (UW-L). The research compares the relationship between these variables for students who participated in these programs during high school with those students who did not participate. The results showed that AP/DE program enrollment is an effective strategy to help students persist and graduate more quickly.
Book Synopsis Inequities in Dual Credit Enrollment: How Dual Credit Enrollment and Weighted GPAs Impact College Access Through the Texas Top Ten Percent Policy by : Kerri Mikulik
Download or read book Inequities in Dual Credit Enrollment: How Dual Credit Enrollment and Weighted GPAs Impact College Access Through the Texas Top Ten Percent Policy written by Kerri Mikulik and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: In response to the ban on affirmative action and the decrease in racial minority enrollment, the Texas legislature created the Texas Top 10% rule, which mandates public higher education institutions to admit undergraduate applicants who graduate in the top 10% of their high school class (Cortes & Friedson, 2014; Daugherty et al., 2014; Watkins & Satija, 2016). A growing number of Texas high school students are participating in dual credit classes allowing students to earn simultaneous high school and college credits. Some dual credit programs require students to pay for these college-level courses. In addition, some high schools also award weighted grade points for dual credit courses since they are considered advanced-level courses. The purpose of this quantitative study was to determine how enrollment in dual credit courses in Texas impacted the competitiveness of students’ ranking in the top 10% of their high school graduating class and how equitable access to dual credit impacted low-income students’ ability to graduate in the top 10% of their classes. This study also examined the problem of limited access to dual credit courses for low-income students and the potential for inequity in the access to weighted grades. The study used the framework of opportunity hoarding to consider the role financial resources play in dual credit programs and graduation ranking policies. The researcher found that students in the top 10% attempted significantly more dual credit hours when compared to students who did not graduate in the top 10%. The study also found that there was not a significant difference in the number of dual credit hours attempted for low-income and non-low-income students and that there was a significant relationship between racial minority classification and income status. Finally, the researcher found that there was not a significant difference in the dual credit GPA for low-income and non-low-income students. Due to limits in the availability of data for high schools, the researcher was not able to determine the impact dual credit enrollment has on attendance at flagship institutions.
Book Synopsis Dual Credit and Dual Enrollment by : Vickie Artman
Download or read book Dual Credit and Dual Enrollment written by Vickie Artman and published by . This book was released on 2017 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: This particularistic qualitative study examined the perceptions of 18 students' dual credit experience and the viewpoints of three administrators. While limited in scope, this study makes an important contribution to what is currently known about dual credit experiences from students that have graduated with a dual degree at the completion of high school. Primary data collection occurred through individual interviews with the students and with the administrators. Nine themes were identified from the qualitative analysis of the students' interview responses and 10 themes were identified from analysis of the administrators interview responses. Student themes related to influence, the dual credit experience, student decisions/choices, value, desire to continue, dual credit concerns, advice to high school students, and the top three advantages to a dual credit program. The student participants reported that, while the dual credit experience had been challenging, the program resulted in positive educational outcomes, time savings, cost savings, and access to college courses. Administrator themes related to the dual credit enrollment process, influence, the student experience, support systems, student choice, outcomes of acquiring a dual degree, impact of dual degree status on pursuit of higher education, degree completion, advice for dual credit students, and the future of dual credit programs. While the three administrator participants valued the dual credit program, each provided a unique view of the program. The findings from this study may help to improve future dual credit experiences for the students and help to create a favorable relationship between the community college and high school. Conclusions drawn from the findings were reported. Implications for policy, research, and practice were identified. Recommendations were made for further research.
Book Synopsis Dual Credit Programs and Their Impacts on Students and Community Colleges in the State of Washington by : Narek Daniyelyan
Download or read book Dual Credit Programs and Their Impacts on Students and Community Colleges in the State of Washington written by Narek Daniyelyan and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Partnerships between secondary and post-secondary institutions that allow high school students to earn college credit have become an important aspect of the American education system. These dual credit programs may help reduce the cost of college and the time it takes to complete a college degree. In the state of Washington, the enactment of ESSHB 1546 solidified dual credit programs as a legitimate piece of the state's education system. Policymakers advocate for dual credit programs as a means of introducing historically non-dominant populations to college (Taylor, 2015; Tobolowsky, 2016). For many post-secondary institutions, especially community colleges, this is enough reason to establish and offer dual credit programs. From a student success perspective, there are few demographic comparisons on who is utilizing these programs. From an institutional success perspective, there is limited information about whether students are using these programs as a stepping-stone to a 4-year university without completing a degree at the community college. This study is a quantitative evaluation of the impacts of dual credit programs on Washington community colleges and its students. The purpose is to assess relationships that may exist between dual credit programs and community college completion rates. The findings suggest that overall, dual credit programs have positive outcomes for both students and institutions. However, outcomes are not equitable among different demographics. These findings may lead to the consideration of additional or revised questions and further research, which may examine if anything were missing from current legislation.
Book Synopsis A Longitudinal Study of Dual Credit Enrollment of High School Students as an Accelerator for Degree Completion by : Joseph Edward Nitzke
Download or read book A Longitudinal Study of Dual Credit Enrollment of High School Students as an Accelerator for Degree Completion written by Joseph Edward Nitzke and published by . This book was released on 2002 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual credit programs allow high school students to enroll in postsecondary institutions while still in high school, earning concurrent high school and college credit. Because dual credit programs can serve a variety of purposes (financial, educational, and systemic), they have gained prominence in education reform iniatives. My study evaluated one school-based dual credit program partnered through a Midwestern community college. Two research questions guided the study: 1) Are high school students who earn early college credit more likely than traditionally-enrolled students to complete college degrees? 2) Does this form of dual credit program yield accelerated educational progress for students? I used a longitudinal time design (1993-2001) to follow the college careers of 568 students from the time they initially enrolled in school-based dual credit programs to their completion of college programs at the community college. I compared their achievement to that of 1,007 students who entered the college as traditionally-enrolled students. Using Ordinary Least Squares and Logistic Regression analyses of institutional data, I found 1) no difference in the likelihood of completion between dual credit and regular students; 2) the "jump start" function of dual credits programs varies by award type, accelerating completion for diploma students but having no significant effect for degree-seekers. Variables besides dual credit enrollment that contributed to completion and acceleration included educational goals, major area of study, and accumulative credit requirements. Variables having no significant net effects include socioeconomic status and academic preparation.
Download or read book Dual Credit written by Amanda R. Ritchie and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the reported benefits of dual credit programs, questions remain regarding the long-term influence of dual credit courses on long-term student achievement and time to degree attainment. A lack of consistent policies regarding dual credit results in students taking college courses without knowing what courses they may need for their anticipated major. Dual credit programs are continuing to expand, and if dual credit courses are to contribute to college success, policymakers, educators, high schools, and institutions must understand how the combination of dual credit courses taken impacts student success and academic progress towards degree completion. The purpose of this non-experimental, ex post facto, correlation, quantitative study was to explore to what extent a relationship exists between dual credit hours earned and students’ grade point average and semesters to degree attainment. This study looked at student data from a regional institution in West Texas to explore if the number of dual credit hours earned correlated with semesters to degree attainment or a student’s first semester and final cumulative grade point average. Four research questions were analyzed using SPSS. The data was retrieved from existing archival institutional data maintained by the Texas university. The population for this study included students who began at the institution as first-time freshmen and had earned at least one hour of dual credit before enrolling at the institution. The results of this study indicate that an increased number of dual credit hours has a positive correlation with a student’s grade point average at the end of their first semester, a student’s cumulative grade point average at degree completion, and shortened time toward degree completion. Considering the continued growth of participation in dual credit in Texas and the expectations of the 60x30TX strategic plan, it is important to determine the role dual credit is playing in postsecondary student success. In order to see if dual credit is working and students are reaping the intended benefits, additional studies are needed to track how dual credit courses are utilized once the student enrolls at a postsecondary institution. Keywords: dual credit, concurrent enrollment, degree completion, 60x30TX, student success, credit hours
Book Synopsis Catalog by : University of Wisconsin--La Crosse
Download or read book Catalog written by University of Wisconsin--La Crosse and published by . This book was released on 1975 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1971 with total page 1138 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Analysis of Dual Credit Articulation to Degree Plans in a Texas Public Institution of Higher Education by : Tracy M. Holley
Download or read book An Analysis of Dual Credit Articulation to Degree Plans in a Texas Public Institution of Higher Education written by Tracy M. Holley and published by . This book was released on 2016 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: In response to the rising cost of higher education, as well as the average time of six years to obtain a 4-year bachelor's degree, lawmakers, educators, and students have turned to credit-based collegiate programs as a potential solution. Dual credit is the most popular means to accumulate college credits at a lower cost. The body of research is limited concerning the impact that dual credit hours have for students once they leave the high school environment and enroll at 4-year universities. Specifically, there is limited data on the articulation of dual credit to student degree plans at the postsecondary level. In this study, the articulation patterns of dual credit courses to student degree plans in a public Texas institution of higher education were examined. The majority (91.94%) of dual credit courses counted towards student degree credit. Sixty-one of the 757 dual credit courses examined for this study were not articulated for student degree credit. Dual credit courses designated as core were more likely to articulate for student degree credit than dual credit courses that were designated as non-core. This study found that the lack of consistent General Education Core requirements between the Texas Higher Education Coordinating Board, the differences in the requirements of the institutions providing the dual credit programs, and the differences in the requirements of the institutions of higher education granting bachelor’s degree resulted in core dual credit courses that were not articulated for student degree credit.
Book Synopsis An Analysis of the Dual Enrollment Program of Northcentral Technical College, Wausau, Wisconsin by : Pamela J. Schield
Download or read book An Analysis of the Dual Enrollment Program of Northcentral Technical College, Wausau, Wisconsin written by Pamela J. Schield and published by . This book was released on 2014 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt: This ex post facto, nonexperimental quantitative study is set within a midwestern PK-16 school- to -work context. Partners create school to career planning and the mechanisms that allow opportunities for students to efficiently move across educational levels. In partnership NTC in Wausau, Wisconsin and area K-12 schools have awarded to high school students in the north-central region of Wisconsin, with thousands of hours of transcripted college credits. This study analyzed the impact of dual enrollment through longitudinal data. The objective of this study was to facilitate better understanding of the utilization and delivery of dual credit courses and degree completion rates at Northcenteral Technical College. Findings are summarized with regard to credits earned per student and their enrollment into post-secondary education at NTC. Addtionally, the study highlights degree completion comparison between students who received transcripted credit and those entering the college without having earned transcripted credit.
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 Effects on Employability and Future Job Satisfactiin of 1978 and 1979 Management/marketing Graduates Through Participation in the Cooperative Education Program at the University of Wisconsin - Lacrosse by : Shannon Horace Cash
Download or read book Effects on Employability and Future Job Satisfactiin of 1978 and 1979 Management/marketing Graduates Through Participation in the Cooperative Education Program at the University of Wisconsin - Lacrosse written by Shannon Horace Cash and published by . This book was released on 1982 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis How Americans in Transition Study for College Credit by : Carol B. Aslanian
Download or read book How Americans in Transition Study for College Credit written by Carol B. Aslanian and published by College Board. This book was released on 1988-01-01 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report presents the findings from a study to describe how Americans in transition study for college credit and to establish the extent of degree versus nondegree study. Introductory materials discuss why and how the study was made and the annual rate of adult credit study. Part I describes the demographic characteristics of the 1,000 adults interviewed who had taken a course or an entire program for college credit at any time in the previous two years. A discussion of each characteristic makes observations and offers interpretations. A graph illustrating the findings follows each discussion. Part II begins with descriptions of the type and nature of degree study among adults and then continues with descriptions of patterns of adult study among both degree and nondegree students combined. The same format as in part I is followed: observations, interpretations, and a bar graph. Part III concludes the report with descriptions of differences among adult students with respect to demographic characteristics and patterns of study. (YLB)
Book Synopsis Bulletin of the Proceedings of the Wisconsin Legislature by : Wisconsin. Legislature
Download or read book Bulletin of the Proceedings of the Wisconsin Legislature written by Wisconsin. Legislature and published by . This book was released on 1985 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: Report contains 3 parts, 19 -1979: pt. 1. Senate -- pt. 2. Assembly -- pt. 3. Subject index; contains 4 parts, 1981: pt. 1 Senate -- pt. 2. Administrative rules -- pt. 3. Assembly -- pt. 4. Index; contains 5 parts, 1983-1995: pt. 1 Senate -- pt. 2. Administrative rules -- pt. 3. Assembly -- pt. 4. Index -- pt. 5. Index to Wisconsin acts; contains 6 parts, 1997-2007/2008: pt. 1 Senate -- pt. 2. Administrative rules -- pt. 3. Directories of registered lobbying organizations, licensed lobbyists, state agencies legislative liaisons -- pt. 4. Assembly -- pt. 5. Index -- pt. 6. Index to Wisconsin acts; 2009/2010: pt. 1 Senate -- pt. 2. Administrative rules -- pt. 3. Assembly -- pt. 4. Index -- pt. 5. Index to Wisconsin acts -- pt. 6. Registered lobbying organizations, licensed lobbyists, state agencies legislative liaisons; 2011/2012-2015/2016: pt. 1 Senate -- pt. 2. Administrative rules -- pt. 3. Assembly -- pt. 4. Index -- pt. 5. Index to Wisconsin acts.
Book Synopsis Journal of the House of Representatives of the United States by : United States. Congress. House
Download or read book Journal of the House of Representatives of the United States written by United States. Congress. House and published by . This book was released on 2011 with total page 1532 pages. Available in PDF, EPUB and Kindle. Book excerpt: Some vols. include supplemental journals of "such proceedings of the sessions, as, during the time they were depending, were ordered to be kept secret, and respecting which the injunction of secrecy was afterwards taken off by the order of the House."
Book Synopsis The Physician and Sportsmedicine by :
Download or read book The Physician and Sportsmedicine written by and published by . This book was released on 1993 with total page 1464 pages. Available in PDF, EPUB and Kindle. Book excerpt:
