Download Free Short Term Success Of Former Dual Enrolled Career And Technical Education Students At College Of The Desert Book in PDF and EPUB Free Download. You can read online Short Term Success Of Former Dual Enrolled Career And Technical Education Students At College Of The Desert and write the review.

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.
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.
Many critics of the secondary school system in America are suggesting the last two years of high school are a waste of time for many students. In addition, leaders in almost every state's educational system along with state legislators are looking for ways to shorten the time it takes to earn a baccalaureate degree. It is common for students to graduate in four-and-one-half to five-and-one-half years rather than the four intended for the degree. Community colleges and a few universities have undertaken reform through the creative program of dual-credit. This program allows those bright students to take college level classes that secondary schools now count toward high school diploma completion. In short, the student gets credit both ways. Other students enroll in technical and vocational programs with the community colleges and seek out potential new job skills or a career choice.
The Bulletin of the Atomic Scientists is the premier public resource on scientific and technological developments that impact global security. Founded by Manhattan Project Scientists, the Bulletin's iconic "Doomsday Clock" stimulates solutions for a safer world.