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This study investigated the impact of the Dual Enrollment Program on the academic achievement of low-income and minority high school students, in a coastal district in a southern state. Bridging the gap between high school and college is the ultimate goal of this program. The study focused on how students find out, about the program, their participation, and success rate, in the program. A survey was sent to high school guidance counselors, and a few of them completed it. They indicated that students were informed about the program through teachers, administrators, guidance counselors, school postings, and letters sent home to parents. A telephone interview was conducted with Personnel from the Community college, and Archival data were examined. The results of the study revealed that there was a small percentage of minority students participating in the program, compared to white students. It also indicated that minority students who participated in the program were successful, and went on to college. There was reluctance on the part of many guidance counselors to respond to the surveys, even after repeated requests from their Supervisors. Community College personnel pointed out, that recent increased efforts have been made to promote the DE Program in the district.
This study explores the associations among community college student perceptions and short-term success in college. Guiding the study are two research questions: (1) what is the association between participation in dual enrollment and subsequent college success for CTE students formerly enrolled in dual credit secondary programs and those who were not, and (2) how do CTE students' perceptions of their college experiences differ between CTE students formerly enrolled in dual credit secondary programs and those who were not enrolled in those programs? Study participants were students who were formerly enrolled in dual credit programs at the secondary school and those who were not. Previous literature indicates that students who participate in career and technical education (CTE) programs offered in high school are more motivated and successful in college CTE programs than those who were not. Dual enrollment isn't only for high-achieving students; it also can benefit first-generation students, minority students, and low-income students. This study examined associations among variables in the intervention and comparison groups. Data were gathered from an online survey and the Student Information System (SIS) at College of the Desert to examine students' experiences, perspectives, and motivation in college. These data were then analyzed using chi-square and t-test analyses. The intervention group had higher course completion rates than the comparison group, the only statistically significant difference among all associations that were tested. The intervention group had higher rates of intention to transfer to a four-year college than the comparison group but these differences were only marginally significant. Differences in low-income status and first-generation status were observed between the intervention and comparison groups but these differences also were only marginally significant.
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.
The dual-credit curricular initiative offers high school students the opportunity to earn college and high school credits simultaneously without taking a standardized test to acquire the credit. The courses are purported to introduce students to a more rigorous curriculum in high school and save them time and money in their pursuit of college degrees. Dual credit programs have grown rapidly, and this monograph provides a synthesis of: • the scholarly literature on dual credit offered at high school and a variety of postsecondary settings; • underrepresented students’ experiences with the course(s), and • suggestions for future research and drivers that will influence its development. Originally, these initiatives focused on high-achieving students, but additional models have emerged that expand the benefits to lower- and middle-achieving students as well. This is the third issue of the 42nd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Summarizing a decade of research in game design and learning, Postsecondary Play will appeal to higher education scholars and students of learning, online gaming, education, and the media.
This research sought to understand the experiences and perceptions of first-generation, low-income (FGLI) students enrolled in their first semester of a dual enrollment program (DEP) in a rural county in the southeastern United States. The study followed a basic qualitative design. Participants enrolled in their first semester of college courses during the 2019-2020 school year, were first in their family to attend college, and qualified for the Free or Reduced Lunch (FRL) program. Eight participants were selected, one from each of the following categories: male and female, White and non-White, and high- and low-grade point averages. Data were collected during three interviews and coded by In Vivo, Emotion, Process, and Pattern coding during the analysis process. Five themes were uncovered through the data analysis process including college readiness skills, anxiety, support systems, interactions, and persistence. Implications for practice are provided, including teacher recommendations and surveys within the application process and creating a mentor program to provide support systems for the students. Future research is suggested to include studying the differences in experiences and perceptions of FGLI students in DEPs at 2-year and 4-year colleges, the difference in persistence rates in academic and technical courses for the DEP at 2-year colleges, the differences in anxiety and self-confidence levels for female and male students, and the experiences and perceptions of FGLIs in a DEP during the Covid-19 global pandemic. Keywords: Dual Enrollment, First-Generation Students, Georgia Dual Enrollment, Dual Credit, Low-Income Students, Concurrent Courses
Early Adulthood in a Family Context, based on the 18th annual National Symposium on Family Issues, emphasizes the importance of both the family of origin and new and highly variable types of family formation experiences that occur in early adulthood. This volume showcases new theoretical, methodological, and measurement insights in hopes of advancing understanding of the influence of the family of origin on young adults' lives. Both family resources and constraints with respect to economic, social, and human capital are considered.
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.
Despite their numbers, Latinos continue to lack full and equal participation in all facets of American life, including education. This book provides a critical discussion of the role that select K–12 educational policies have and continue to play in failing Latino students. The author draws upon institutional, national, and statewide data sets, as well as interviews among students, teachers, and college administrators, to explore the role that public policies play in educating Latino students. The book concludes with specific recommendations that aim to raise achievement, college transition rates, and success among Latino students across the preschool through college continuum. Chapters cover high dropout rates, access to college-preparation resources, testing and accountability, financial aid, the Dream Act, and affirmative action.