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Derry, John L. "Factors Related to Enrollment Decisions of Accepted Traditional-age Students At Milligan College." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2666.
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This study examined an aspect of enrollment management at a private liberal arts college. Factors related to enrollment decisions of students accepted for admission to Milligan College were analyzed by comparing two groups: matriculants and nonmatriculants. The population consisted of 438 traditional-age applicants for the 1995 fall semester. Data were collected from the application for admission, financial aid application, and a survey instrument designed to obtain information relative to influences on the enrollment decision. The Purposes of the research were to determine if significant differences existed between the two groups and to identify the characteristics of the students most likely to enroll at the college. Analyses were conducted by calculating measures of central tendency, the chi-square test of significance, the independent t-test for equality of means, and multiple linear regression. Among the variables considered were financial aid resources, academic achievement, distance from the campus, church affiliation, attendance by relatives, and campus visit. Subjects were also asked an open-ended question on the survey regarding the primary reasons for their decisions. Major findings revealed significant differences between matriculants and nonmatriculants with respect to completion of the financial aid award process, church affiliation, scholarships and grants received, ACT scores, and campus visit. The survey respondents identified as primary reasons for a decision to enroll, the Christian atmosphere, programs of study available, and quality academics. Primary reasons for a decision not to enroll included, distance from the college, high cost, and the desired program of study was not available. Based on the results of the research the following recommendations were made. Steps should be taken to ensure completion of the financial aid award process is a high priority for all applicants. Scholarships and grants should be awarded at the optimum level for each qualified applicant. Recruiting efforts should focus on those areas, geographically and demographically, in which the prospects who are most likely to enroll can be identified, based on selected characteristics.
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Davis, Maria Salome E. "Dual enrollment| A correlational analysis of high-school students' participation and college persistence in Florida." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3648295.
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<p> The purpose of this quantitative correlational study was to determine the relationship between dual enrollment (DE) participation and college persistence among 399 high-school students enrolled in the five campuses of a state college in southeastern Florida from Fall 2010 to Fall 2012 using archived student records. Multiple regression was used to examine the correlation between college persistence and DE credits earned, GPA earned in DE courses, and algebra grades and to determine which variable was the greatest predictor of college persistence. The results of the study indicated that there was a significant but small correlation between DE participation and college persistence. Using analysis of variance, the result showed that there was a significant difference between the college persistence of DE and non-DE students. DE students had a mean college persistence score higher than non-DE students. The results of the study using Pearson correlation also showed that there was no significant correlation between GPA earned in DE courses and college persistence. No significant correlation between algebra grades and college persistence was found. The most important result of this study indicated that there was a highly significant correlation between a student’s DE credits earned and his or her college persistence and the best predictor of college persistence was the DE credits earned. Based on these findings, more research is required to investigate how DE and non-DE students compare in terms of the relationship between the variables GPA, DE credits earned, algebra grades, and college persistence. </p>
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Hernandez, Jose Carlos. "Student price response the effect of tuition deregulation in Texas on student enrollment trends in Texas public institutions of higher education /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Mosely, Rebecca J. "Understanding the College Choice Process of Students Enrolled in an Early College High School." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1479055978121282.
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Dadzie, Dominic S. "Cost Sharing and Equity in Higher Education: Experiences of Selected Ghanaian Students." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371486.
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Hart, Lisa K. ""Three-Quarters College Student": A Multiple Case Study of Dual Credit at a High School and on a College Campus." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1553728192107503.
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Parker, Patricia. "Association of College and Career Readiness Indicators on Hispanic College Enrollment and Postsecondary Resiliency." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157595/.
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This investigation was a post-hoc, quantitative analysis of secondary academic performance and participation choices of Hispanic students. Three years of longitudinal student-level data was collected to examine the likelihood of college enrollment based on college and career readiness (CCR) factors. At the time of the study, CCR was defined as qualifying exam scores, credit for at least two advanced/dual enrollment courses, or enrollment in a career and technology education (CTE) coherent sequence of courses. Research participants (N = 803) consisted solely of Hispanic high school graduates from the 2014 cohort. Frequency statistics indicate 45.5% (n = 365) attended an institute of higher education (IHE) within 2 years of high school graduation. Findings reveal Hispanic females were more likely than Hispanic males to meet CCR indicators as well as postsecondary resiliency outcomes. Analysis of chi-square tests of independence suggests a moderately strong association exists between CCR indicators and postsecondary participation among high school graduates. Differences were found in terms of gender and postsecondary enrollment, x^2(6) = 24.538, p < .001. Differences were also found in terms of type of IHE and postsecondary resiliency, x^2(3) = 34.373, p < .001. More Hispanic CCR graduates enrolled at 2-year and 4-year IHE than expected by chance. While non-CCR graduates enrolled in IHE, they were less likely to meet postsecondary resiliency outcomes. CCR graduates who initially enrolled at 2-year IHE were also less likely to persist. Furthermore, the greatest contribution to differences in resiliency existed for Hispanic CCR graduates who enroll at 4-year IHE.
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Giraldo, Garcia Regina J. "INDIVIDUAL, FAMILY, AND INSTITUTIONAL FACTORS THAT PROPEL LATINO/A STUDENTS BEYOND HIGH SCHOOL." Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1401963002.
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Perry, Laura Melissa. "A Case Study Market Analysis of Acceleration Mechanisms in Florida: Dual Enrollment Positioning." Thesis, NSUWorks, 2013. https://nsuworks.nova.edu/fse_etd/9.
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This applied dissertation explored dual enrollment viability when compared to other acceleration mechanisms: (a) advanced placement, (b) advanced international certificate of education, (c) international baccalaureate, and (d) college-level examination program. This multicase, qualitative study explored the competitiveness of dual enrollment versus other acceleration mechanism using Porter’s model and the strengthsweaknessesopportunities- threats analysis as the theoretical frameworks. The study used one-on-one interviews to gather primary comparative information. Five groups were interviewed: (a) the vendors of the acceleration mechanisms, (b) state education officials, (c) district personnel, (d) high school representatives, and (e) higher education representatives. The acceleration mechanisms’ educational objectives, their positioning, and any acceleration mechanisms’ benefits to the various stakeholders were examined. Dual enrollment was compared to the other acceleration mechanisms to develop recommendations for improving the competitive positioning and viability of dual enrollment in Florida.
The study found that acceleration-mechanism options were complex and dynamic programs that were highly influenced by government policies and funding. Educational entities viewed the value of acceleration mechanisms differently, especially dual enrollment. All groups agreed that acceleration mechanisms provided rigorous curriculum for high school students to prepare for college. However, educational entities first wanted to protect their own interests and funding. In terms of dual enrollment, financial considerations remained a substantial motivation for the program. The study showed that all acceleration mechanisms offered benefits to participating students. However, the multifaceted and ever-changing nature of acceleration mechanisms provided no clear advantages or benefits for dual enrollment versus other acceleration mechanisms. Several recommendations are made that addressed concerns about the longterm value of dual enrollment for Florida institutions and students.
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Carr, Sandra B. (Sandra Butters). "Effect of Non-Uniform Calculation of Grade Point Average and Rank in Class by Texas Public School Districts upon Admissions to Public Four-Year Higher Education Institutions in Texas." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331976/.
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This study sought to determine the ways in which Texas public school districts differ in their calculation of Grade Point Average/Rank in Class (GPA/RIC), how district size affects weighting practices, and the effect of non-uniform calculation of GPA/RIC on admissions to college. Descriptive and non-parametric analysis techniques were used.
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Rembiesa, David Scott. "Community College Faculty Experiences With Dual-Enrollment Students." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1582052094538405.
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Fuline, Sandra Lucille. "Community College Transitioning Experiences of Dual Enrollment Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5192.
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Dual enrollment transitioning experiences of students are poorly understood, leaving higher education stakeholders without the proper information to smooth the transitioning process and keep students in college. This basic qualitative study using interviews explored how 10 dual enrollment students described their transitioning experiences from high school to community college by investigating their motivations, ability to acknowledge self-efficacy, and understanding of social interactions using Badura's self-efficacy model and Keller's motivational theory and the attention, relevance, confidence, and satisfaction model. Data were analyzed through an open coding method to categorize themes and patterns as well as discrepant information. Key findings indicated that dual enrollment students embraced the rigor of courses and transitioned their learning skills to their non-dual enrollment college education. They reported strong self-efficacy and indicated both internal and external motivators and good support systems that contributed to their completion. They did not attribute their completion of the dual enrollment program to school-based relationships or club affiliations. The social change implication is that good transition experiences between high school and college for these students assisted them in staying in college and completing programs. Increased graduation rates and attrition rates could result in better qualified and more marketable graduates, impacting a more educated community and productive economy.
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Iborg, Diana H. "Examining the Effects of ACT Assessment of High School Graduates on College Enrollment and College Readiness." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618624.
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<p> A college education is essential to the future. Those with a college degree will make a higher income and be affected less by economic instability. Employment requiring a college degree will grow, while jobs that do not require postsecondary education will decline. Yet barriers exist that keep all students from attaining a college education. </p><p> It is the charge of schools to prepare students so they not only enter college, but also have the necessary skills to be successful in college-level courses. Federal initiatives mandate periodic assessments to ensure student learning and to hold schools accountable. However, scores from these assessments do not help students gain college entrance nor do they evaluate college readiness. Some states now provide the ACT to all high school students as part of the required state assessment. By doing so, all students will have a common measure of academic achievement in terms of college readiness in time to close achievement gaps before leaving high school. </p><p> This study examined the effects of increased ACT testing on college enrollment and readiness for students graduating in 2010. State testing percentages were obtained from the 2010 ACT Profile Reports for each state in the sample. College enrollment information was obtained from the Digest of Education Statistics. College readiness was measured by the percentage of students who met or exceeded the ACT benchmark scores in English and Mathematics. </p><p> Results revealed a relationship between increased testing and college enrollment, especially in Caucasian/White students, although the degree to which testing was responsible for this increase was limited. Strong relationships were found between increased testing and college readiness in both English and Mathematics. A negative correlation was found between the percentage of students who took the ACT and the percentage of students who met benchmark scores. Results suggested a disconnect between what high school students are taught and what they need to know for college success. Additional study should be pursued to investigate possible reasons for these findings. Recommendations for improvement and suggestions for future research are presented. </p>
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Roberts, Jennifer Kessa. "Alignment of Ohio's College Credit Plus Policy with Barriers to and Supports for College Enrollment of High School Students in High-Poverty Rural Areas." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555571977938049.
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Morris, Juanita Michelle Reed Hines Edward R. "Trends and relationships in student enrollment, state support, economic recessions, and student aid in higher education 1976-2003 /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1390280881&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1203094108&clientId=43838.
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Thesis (Ph. D.)--Illinois State University, 2007.<br>Title from title page screen, viewed on February 15, 2008. Dissertation Committee: Edward R. Hines (chair), Patricia H. Klass, Ross A. Hodel, W. Paul Vogt. Includes bibliographical references (leaves 196-203) and abstract. Also available in print.
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Wrage, Jennifer. "Understanding the Perceptual Divide between Students with Disabilities, Faculty and Administration in an Open Enrollment Environment." Thesis, State University of New York at Albany, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10276943.
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<p> Due to civil rights legislation, advances in technology, disability support services on college campuses, medication therapy and increased public acceptance of disabilities, students with disabilities are one of the largest minority group on college campuses (Pryor, Hurtado, DeAngelo, Palucki, Blake, & Tran 2010). According to the 2016 U.S. National Center for Education Statistics Fact Sheet, “11.1% of the college students attending college in the 2011-2012 academic year reported a documented disability.” The U.S. Department of Education also indicates that nearly “60% of students with disabilities attend two-year schools due to their open enrollment policies” (U.S. Department of Education 2002).</p><p> This qualitative study focused on understanding the faculty-student perceptual divide between students with disabilities, faculty and administration in open enrollment environments. The study examined interview data of both full and part time community college faculty, students with differing disabling conditions, and disability support directors at two different community college institutions in New York State. The study found multiple themes in which a faculty-student perceptual divide was observed. The theme that caused the most stress and conflict between faculty and students was accommodations. Other themes included: students with disabilities in as an independent learner, the teaching-learning process, obstacles to learning, and perceptions of disabled students strengths and weaknesses. The findings suggest that the lack of disability awareness can precipitate faculty prejudicial attitudes and biases towards students with disabilities. Similarly, students’ lack of understanding of college culture, academic standards and resources on campus can cause stress and suboptimal learning experiences. This study offers recommendations to alleviate these problems.</p>
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Cooper, Ernest C. McCarthy John R. "Economic determinants of enrollment in community colleges an empirical test of higher education demand theory /." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9416861.
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Thesis (Ph. D.)--Illinois State University, 1993.<br>Title from title page screen, viewed March 1, 2006. Dissertation Committee: John McCarthy (chair), Robert Arnold, Lawrence Bates, Patricia Harrington Klass, Rodney Riegle. Includes bibliographical references (leaves 121-133) and abstract. Also available in print.
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Barr, Denny Hayes. "High Academically Achieving Rural High School Students' Perceptions of the Influences on Their College Choice Decisions." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10788082.
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<p> Research on college choice decisions of high school students has increased over the past forty years but has generally centered on demographic characteristics such as race, gender, or socio-economic status of students. There has been little research on the influences on the college choice decisions of high academically achieving students from rural areas. Nationally, 27% of rural high school students attend four-year colleges, compared to 37% of students who come from urban or suburban areas. In addition, 73% of students choose to attend college within their home state. However, preliminary data from one rural school system in North Carolina showed that over a two-year period, 96.45% of students who attend high school in that county school system remained in the state of North Carolina for college. This data implies that rural high school students remain in state for college at a higher rate than students from urban and suburban areas and do not seek admission to highly prestigious colleges around the United States to which they may be attractive candidates for admission. </p><p> Seven to nine students and the faculty member or members who works most closely with students during their college search were interviewed from one rural high school each in North Carolina, South Carolina, and Virginia to determine their perceptions of the influences on their college choice processes. Focus group sessions were held with the student participants at each of the high schools to insure the accuracy and understanding of data and to expand on themes identified during the coding of data. </p><p> This study found that rural students face a variety of barriers in their college search processes. These barriers, both real and perceived, worked to lead rural students to choose in state colleges that were in proximity to their homes. Rural students and the high school faculty who work with them often work with incomplete or inaccurate information of the opportunities available to students outside of their own states of residence.</p><p>
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Williams, Ramona A. "Assessing Students' Gains from the College Experience at East Tennessee State University." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2994.
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The purpose of this study was to determine what activities from the ETSU experience influence students' opinions about their growth and development. This study also examined the influence of sex, age, and classification in college. Three research questions and five hypotheses were examined. The Third Edition of the College Student Experiences Questionnaire (CSEQ) was the instrument used in this study. The CSEQ was administered to 50 undergraduate classes at East Tennessee State University during the Spring Semester 1994. There were 19 independent variables and five dependent variables in this study. The 19 independent variables included students' scores on the 14 Quality of Effort Scales along with sex, age, and classification in college. The dependent variables were five factors extracted from the Estimate of Gains Scale. This study utilized a correlational research design with five hierarchical multiple regression models (one for each of the five factors). All hypotheses were tested using an alpha level of.05. Results showed that the five factors extracted accounted for 60.8% of the variance in the Estimate of Gains Scale. The five factors were Factor I (Personal/Social Development), Factor II (Intellectual Skills), Factor III (Science/Technology), Factor IV (General Education, Literature, Arts, and Social Sciences), and Factor V (Vocational Preparation). For each of the five factors, the combined effects of age, sex, classification in college, and the Quality of Effort Scales explained more of the variance in the Estimate of Gains Scale than did age, sex, and classification in college alone.
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Riepenhoff, Mary E. "COLLEGE ASPIRATIONS TO COMPLETED APPLICATIONS: A STUDY OF INTENTIONAL HIGH SCHOOL PRACTICES DESIGNED TO INCREASE POST-SECONDARY ENROLLMENT." University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1461878024.
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Amiri, Shahram. "The college investment decision for nontraditional students: Factors affecting the choice of postsecondary enrollment and quality." W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539618741.
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As the shift in demographics and the aging population of the United States make their presence felt, colleges and universities throughout the country must address the question of supporting the goals of the non-traditional student in higher education. While it is difficult to characterize a "typical non-traditional student," it is important to analyze the role that certain demographic factors play in the student's decision to go to college.;We hypothesize that the non-traditional student's decision to attend college is influenced by several factors that, in broad, general terms, include family background characteristics, the student's demographic profile and aptitude, and external economic conditions and labor demand.;The influence of family background is incorporated in our model through variables that describe the environment in which a student has grown up. Parental educational attainment, in particular, serves as a proxy for the attitudes toward education that may have shaped the student's perceptions toward higher education. Other factors such as parental income, the father's Duncan socio-economic index, the number of siblings, and the birth order, describe the family's capacity to invest in higher education. In short, the factors hypothesized to influence student enrollment were indeed shown to have the predicted effects.;By understanding non-traditional students and what influences their enrollment decisions, we will have a better understanding of how to serve this growing segment of the population within higher education. In particular, by determining the type of institutions that these students enroll in, institutions themselves can be made more aware of the particular needs of these students so as to better able to meet them.
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Porter, Rubianna M. "A study of students attending Tennessee Board of Regents universities who participated in high school dual enrollment programs." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0327103-164659/unrestricted/PorterR040203f.pdf.
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Thesis (Ed. D.)--East Tennessee State University, 2003.<br>Title from electronic submission form. ETSU ETD database URN: etd-0327103-164659. Includes bibliographical references. Also available via Internet at the UMI web site.
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Hudson, Elizabeth Malveaux. "The lived experience of dual enrollment| A qualitative study of high achieving African American male students." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10169608.
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<p> While dual enrollment participation has substantially increased among Caucasian, Hispanic, and Asian high school students, the rates of participation among African American students, especially male students, has decreased since 2006. As a result of low participation rate in dual enrollment and research studies, little is known about the dual enrollment experience among high-achieving African American males. The purpose of this qualitative study, using a transcendental phenomenology design, was to explore the dual enrollment experiences of 10 high-achieving African American males, between 18 to 22 years, who currently attend a community college that is part of the Texas State Community College Consortium (a pseudonym). Descriptive interviews with study participants and qualitative data analyses were conducted in accordance with transcendental phenomenology methodological Four themes emerged from the data. The first theme was academic rigor of college, noted by all 10 participants. The second theme, also noted by all 10 participants, was social support and encouragement, which had six sub-themes pertaining to support from family, fellow students, and high school and college faculty/administration. Data from the 10 participants revealed the third theme of college and academic readiness, which was delineated into three sub-themes related to college and academic readiness, responsibility, and planning skills. The fourth and last theme was college tuition/financial benefits of dual enrollment, remarked upon by three students. Results from this study, can be utilized to promote social change as it concerns African American male’s academic achievement and college persistence.</p>
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Swenson, Brian G. "College Student Engagement: Removing the Costs of Full Participation for Low-Income Students." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107297.
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Thesis advisor: Ana Martinez-Aleman<br>College student engagement has been linked to a host of positive educational outcomes including academic performance and persistence. Problematically, many low-income college students are not able to get involved within the social system of higher education due to the costs associated with participation in the co-curricular events and activities that comprise so much of the full college experience. This mixed methods study explored the effect on student engagement of the Pinnacle Alliance (PA) - an intervention program designed to remove these cost barriers for low-income students at Lakefield University (LU), a private, highly selective, religiously-affiliated institution located in the Northeast United States. An electronic survey was administered to a sample of Lakefield undergraduate students concerning their involvement in co-curricular activities. Multiple regression analysis was conducted to examine the relationship between participation in the Pinnacle Alliance and student engagement. While the quantitative findings indicate a non-significant relationship, subsequent focus groups were conducted to further examine and contextualize the effects of the Pinnacle Alliance on low-income students. Qualitative findings from the focus group suggest that the Pinnacle Alliance is an extremely important resource for many low-income LU students. The PA allowed these students to make participation choices free of the financial barriers they often face. In addition, PA-participating students reported feeling a greater sense of community and that they fit in more at LU. However, these students made clear that fitting in and belonging were not the reasons they chose to participate in the program; rather the elevated feelings of fitting in and belonging were the result of their participation. Finally, findings from focus groups conducted with students who were eligible for the Pinnacle Alliance but chose not to participate revealed that beyond financial constraints, motivational constraints can also inhibit engagement. Non-participating students cited lack of time, lack of interest, lack of awareness, and social stigma as the four major reasons behind their decisions to not be more involved with the Pinnacle Alliance<br>Thesis (PhD) — Boston College, 2017<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Brzinski, Christopher M. "A study of barriers to enrollment in post secondary technology education programs within multimedia students at Lynde and Harry Bradley School of Trade and Technology." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009brzinskic.pdf.
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Cortes, Orizbeth. "Preparing Latino immigrant students for high school graduation and college enrollment| A grant proposal." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1585803.
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<p> The purpose of this project was to locate a potential funding source and write a grant proposal for a program designed to prepare Latino immigrant youth for high school graduation and college readiness through education, mentoring, and parental involvement. The proposed program was designed to be implemented at Estancia High School located in Costa Mesa, California. The program will provide students and their families with an opportunity to gain knowledge and skills needed to navigate high school and postsecondary education. This will be accomplished through participation in educational workshops, mentoring sessions, college tours, and financial aid advising. If funded, the program will address many of the educational needs of Latino immigrant students who often encounter multiple barriers that may put them at greater risk for truancy, school dropout, low-wage jobs, and risky behaviors. Actual submission for funding was not required for successful completion of this project.</p>
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Coomer, Cox Lindsey. "A Look into the College Readiness Needs of First Time College Students." TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3102.
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This study examines the college readiness needs of first year college students based on experiences from students and staff involved with a first year transitional initiative program at Western Kentucky University. The purpose of the study is to share students’ college readiness needs with public school systems in hopes to intervene with these needs before students arrive at college. A total of 45 participants volunteered to be in focus groups, an interview, and complete a survey. Two research questions were proposed: What college readiness needs still exist for first time college students upon entrance to a four year public university? In what ways can understanding college readiness needs inform the work of secondary school educators? The researcher found college readiness needs exist for first time college students in connections, motivation and support, accountability, studying, college expectations, life lessons, academic help, transition to college and belonging. Implications for various school personnel to help students with these needs are provided. Limitations of the study are discussed.
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Egan, Gregory H. "The Feasibility of Concurrent Enrollment of High School Students in College-Level Introductory Plant Science." DigitalCommons@USU, 1989. https://digitalcommons.usu.edu/etd/3416.
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The purpose of this study was to test the feasibility of allowing concurrent enrollment in the College of Agriculture to selected high schools in the state of Utah. "Introduction to Agricultural Plant Science" (Plant Science 100 ) was the course being tested. A purposive sampling technique was used to identify four vocational agriculture programs to participate. There were 86 high school students in the study and 38 college students who took the course on campus at Utah State University.
In this study, 47.7% of the high school students passed the course with a 70% average or above. Comparisons between high school and college student performance showed a marked difference in percentage points accumulated on exams and the final, with the college students performing more consistently.
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Fisher, Mary Etta. "A Comparison of the Academic Performance of Students with General Educational Development Credentials and High School Diplomas at a Selected Community College." FIU Digital Commons, 1999. http://digitalcommons.fiu.edu/etd/3345.
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This study compared the performance of students who earned GED credentials in Florida with that of graduates of Florida high schools, when members of both groups enrolled for the first time in fall 1992 at an urban multicultural community college in south Florida. GED’s and HSD’s were matched on gender, race, age range, placement levels, and enrollment in college preparatory courses (reading, English, mathematics). The paired samples t-test compared course grades, first semester GPA, and total college GPA for the groups and subgroups of matched students at a probability level of .05. The McNemar test compared how many students in each group and subgroup re-enrolled for a second and third term, or ever; how many were placed on special academic status during their college enrollment; and how many graduated within 16 semesters. Differences between groups were found only for placement on probation,- with HSD’s on probation in significantly higher proportion than GED’s.
Additional findings among subgroups revealed that male and Caucasian HSD subjects earned higher math grades than their GED counterparts. Male HSD’s were more likely than male GED’s to return to the college at some point after the first term. However, male HSD’s were placed on probation in greater proportion than the GED’s with whom they were matched.
Female GED’s earned higher English grades and higher first semester and cumulative GPA’s and returned to the college in greater proportion than their HSD counterparts. Black GED’s earned higher first-semester GPA’s, re-enrolled in terms 2 and 3 and graduated from the college in higher percentages than Black HDS’s. Black HSD’s were placed on probation in higher proportion than Black GED’s. Lastly, greater percentages of HSD than GED subjects in the lowest age range (16-19) were placed on probation.
Results connected to the performance of Black GED subjects are likely to have been affected by the fact that 50% of Black study subjects had been born in Jamaica. The place of the GED in the constellation of methods for earning credit by examination is explored, future implications are discussed, and further study is recommended.
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Pao, Tammy Crews. "Nontraditional Student Risk Factors and Gender as Predictors for Enrollment in College Distance Education." Chapman University Digital Commons, 2016. http://digitalcommons.chapman.edu/ces_dissertations/4.
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The purpose of this dissertation was to examine whether nontraditional student age, female gender, and the possession of nontraditional student risk factors predict enrollment in distance education college courses. This dissertation used data from the most recent National Postsecondary Student Aid Study (NPSAS:12), which consisted of approximately 95,000 undergraduate students who were enrolled in higher education in 2011-2012. The results of a logistic regression analysis indicated that both nontraditional student age and female gender were strong predictors of enrollment in distance education, whereas the number of nontraditional student risk indicators was a partial predictor. As leaders in higher education are tasked with decreasing time to degree completion, it is hoped that the findings of this research will support distance education as one solution to this problem. Further exploration through the deconstruction of the nontraditional student risk index as defined by the National Center of Educational Statistics as well as examination of other factors such as ethnicity and GPA are needed to provide a more complete analysis of predictors of distance education enrollment as well as better data collection for distance education retention and success.
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Williams, Logan Bruns. "College knowledge: Addressing college with middle school students." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/73.
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Obtainment of a college education has been a prevalent issue in America for decades. Much research has been performed to support the claim that college access is important in high school. A recent report from the US Department of Education indicates that only 59% of students graduate from high school, and only 29% of high school graduates successfully complete college. Failure of students to enroll in college and the tendency of students to enroll but fail to complete college can be attributed to a lack of college readiness resources. This begs the following question: is high school too late to begin thinking about college? The purpose of this study is to explore the affect of attending a college awareness program for middle school students during the summer prior to entering high school and the impact it has on students’ use of social capital in high school and expectations for attending college. A multiple case study was employed to examine how students use social capital in their freshman year of high school as a result of attending a college awareness program. Three themes emerged from this study: 1) students expand existing networks to meet their needs, 2) students’ college awareness precedes taking action, and 3) the family plays a role in college readiness.
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Garcia, Mayra. "College preparedness program for high school students in South Los Angeles, California| A grant proposal." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1584933.
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<p> The purpose of this project was to write a grant proposal to develop and fund a College Preparedness Program to educate students in South Los Angeles about college requirements, process and resources. An extensive literature review was conducted in order to examine the risk factors implementing college attendance for students in South Los Angeles and strategies utilized in the past to increase college enrollment. The Annenberg Foundation was selected as the funder for this program. </p><p> The proposed program would be offered to high school students enrolled at Youth Opportunities High School, located in the community of Watts in south Los Angeles. If funded, the program will aid students with college planning, preparedness and workshops. The overall goal of this program will be to increase high school students' knowledge about college, provide guidance and support to increase college enrollment. The actual submission and/or funding of this grant was not a requirement for the successful completion of the project. </p>
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Schumacher, Ronald M. Jr. "What Attracts Students To A Small, Private University?" Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1447700401.
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Fisk, Amy. "An Examination of Transition Planning Practices in High School and College Outcomes for Students with Disabilities." Thesis, Alfred University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10980790.
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<p> Research indicates that the trend of students with disabilities choosing to attend college is continually increasing. However, research also suggests that this population may be ill prepared to meet the increased academic demands and level of independence needed at the college level. Research in the field indicates that high schools may not be engaging in practices that are aligned with the transition-planning mandates of the Individuals with Disabilities Education Improvement Act (2004). The current study explored the extent to which high schools are compliant with IDEIA (2004), and are engaging in best practices in transition planning for college-bound students. Results showed that students who had transition plans with a greater level of compliance and college-specific best practices had higher grade point averages. These results have implications for stakeholders at the secondary level in assessing quality of transition planning to promote positive outcomes for students with disabilities pursuing postsecondary education.</p><p>
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Hockersmith, Wendy. "Transition Experiences of First-Generation Students Enrolled in a High School to Community College Partnership Program." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076140.
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<p> A significant issue facing high schools is preparing students for their transition to college. High school students who are the first in their family to attend college have more difficulties preparing for this transition. Studies have explored the transition experiences of first-generation college-going students participating in partnership programs, showing that not all program components strengthen the transition experience for this population (Domina & Ruzek, 2012; Jordan, 2006; Watt et al., 2008). Since participation in these programs may contribute to a successful transition experience, it is crucial to expand our understanding of how participation helps these students overcome the numerous challenges in the transition process (Barnett et al., 2012; Choy, 2001).</p><p> This qualitative study involving interviews of 20 first-generation students examined how a district-level high school to community college readiness partnership program facilitated a successful transition from high school to community college for first-generation college-going students. The study drew on a conceptual framework involving cultural capital (Bourdieu & Passeron, 1977) beyond the “deficit” model (Ovink & Veazey, 2011), social capital (Coleman, 1988), and ecological systems theory (Bronfenbrenner, 1977).</p><p> Participants described both partnership program components and individualized attention through human resource relationships as being pivotal contributors to their positive transition experience. Although participants stated that the partnership program addressed many barriers to support their successful transition to community college, their transition experience remained challenging at times. Participants shared that their parents’ inexperience with the college process gave them a feeling of “being on their own” during the transition from high school to community college. As a whole, however, participants stated that they had a successful high school to community college transition because the partnership program gave them the background knowledge they needed. In addition, participants shared that with guidance from the partnership program, they felt more prepared than they would have had they not participated in the partnership program.</p><p> Based on participants’ transition experiences, this study offers a deeper understanding of the aspects of the partnership program that support a successful transition experience, with implications for existing and future programs, as well as policy.</p>
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Hudnett, Richard. "Understanding the Admissions Experience of Admitted Students Who Fail to Enroll: A Multiple Case Study." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/20.
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The main purpose of this applied dissertation was to explore why a new student who is fully admitted to an academic program never proceeds to registration during their first semester. A research study addressing these instances might help college administrators improve conversion rates of admitted students.
The fact that four of the six participants only applied to one university, the researcher believes, validates several prior research studies that directly linked a strong connection between a student’s positive perception of a college and the likelihood that they enroll in it. All of these participants in fact did perceive the university positively; therefore, many of them only applied to it for admission. Several of the participants mentioned that the university’s course offerings, format, and academic fit were among the reasons why they applied to it as well. However, what the study results revealed was not so much about their positive perception of the university or whether or not it was a good academic fit, but more so the lack of communication with the university during the enrollment process, difficulty in navigating the financial aid process, and their common need for a more personalized experience with their financial aid needs that led them to not enroll.
The researcher was able to identify six major participant experiences and topics that were among the most commonly used by each of the participants. They included financial aid, cost, personalized experience, level of ease or difficulty relative to the enrollment, expressed need for more information, and communication. After the researcher identified each of the six most commonly mentioned participant experiences and topics within the enrollment process, three major emerging themes became apparent. The three major emerging themes were: Personalized Experience, Communication, and Financial Aid. The results of this study, such as identifying multiple consistent emerging themes of why an admitted student chooses to not enroll, can add value for any university especially one that is seeking to improve its enrollment management processes, the overall experience of its admitted prospective students within its admission system, and its admitted and enrolled conversion rate.
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Shaw, Aleeta L. "Tennessee High School Counselors' and Dual Enrollment Advisors' Perceptions of Student Readiness for Dual Enrollment." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3554.
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The purpose of this qualitative phenomenological study was to explore Tennessee high school counselors’ and dual enrollment advisors’ perceptions of student readiness for dual enrollment within the context of school, institutional, state, and federal policies as aligned with adolescent development theories in order to inform both policy and practice. Twelve purposely sampled participants from three school districts within the First Tennessee Core Region responded to questions via a recorded phone interview. Participants reflected on the readiness of their students for dual enrollment in the academic, social, and emotional domains. Additionally, participants identified strengths and weaknesses of dual enrollment programs and the Ready Graduateinitiative in Tennessee through the lenses of their school, post-secondary institutions, and their students and shared ideas for the improvement of programs and increasing student readiness.
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Walters, Tanaya M. "The Relationship Between Emotional Intelligence and Career Intentions of First-Year College Students at Historically Black Institutions in the Southeast." Thesis, Benedictine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10974495.
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<p> With the new era of the workforce dawning, employers emphasize the need for educators to educate young people about the skills and knowledge employers are looking for in the 21st century. In fact, 88% of employers indicated the importance of colleges and universities ensuring all students are prepared (Hart Associates, 2015). In terms of the broad range of knowledge and skills, employers place great value on candidates who demonstrate proficiency in written and oral communication skills, teamwork skills, ethical decision-making, critical thinking, and the ability to apply knowledge in real-world settings (Hart Associates, 2015). </p><p> According to the Hart Associates (2015), Hay Group (2014) & the International Youth Foundation (2013), employers indicated the need for college graduates to possess a broad range of knowledge and skills to achieve long-term career success. One way to address this gap is through social-emotional intelligence. Emotional intelligence conceptualized in 1990 by psychologists Mayer and Salovey and later popularized by Daniel Goleman in 1995 in his book <i>Emotional Intelligence: Why It Can Matter More Than IQ.</i> Mayer and Salovey (1990) suggested emotional intelligence is the capacity to monitor one's own and others' feelings and emotions, to discriminate among them, and to use this information to guide one's thinking and intellectual growth. Goleman’s (2006) later work re-examined the social component of emotional intelligence. Thus, Goleman (2006) postulated social intelligence offered a fresh outlook to human aptitude and human interaction in relationships. </p><p> The purpose of this study is to examine the relationship between emotional intelligence and career intentions of first-year college students at Historically Black Institutions, often referred to as Historically Black Colleges and Universities (HBCU’s). The study will aim to address the following question: What is the relationship between emotional intelligence and career intentions of first-year college students? Information extracted from this study will aim to build on existing emotional intelligence research, as well as, aim to offer new insights into practices that would aid career counselors in their work and inform curriculum design for introduction courses for first-year college students at higher education institutions across the academy.</p><p>
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Smith, Sonya K. "Understanding the educational and familial context of the successful college choice process for urban high school students." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3647118.
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<p> This qualitative case study utilized Swail's Integrated Model of Student Success to discover how the structures, practices, and discourses at an urban charter high school affected the college aspirations and decisions of students of color from low-income households who matriculated to four-year institutions immediately after high school. This discovery took place by exploring the influence of educational and familial resources and support on students' college choice process and how students experienced and used these resources and support to successfully navigate the transition to college. Data for this study included pre- and post-matriculation interviews with eight low-income students of color who graduated from an urban charter high school after four years of attendance and immediately enrolled in a four-year institution. Data also included interview transcripts from students' parents, six of their teachers, and their counselor and principal. </p><p> Findings from this study revealed that, for the most part, educational and familial resources and support were complementary and facilitated students' progression through the college choice continuum. The school's college-going culture reinforced students' predispositions toward postsecondary education. High quality instruction in rigorous college-preparatory classes and caring, supportive relationships with teachers and other school personnel helped students remain on track for four-year admissions. Students who were on track for four-year admissions were provided more extensive college planning resources that facilitated their college searches and choices. Parents encouraged their children to pursue postsecondary education at four-year institutions because of the financial benefits. The majority of parents were not high school graduates, but all were willing to provide whatever financial and emotional support they could to ensure that their children fulfilled their educational goals. These findings suggest the need for a national policy mandating a college preparatory curriculum for all students and for schools to provide college planning resources that complement those provided in the home so all students have an equal opportunity to reap the benefits of a four-year postsecondary education.</p>
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Sweetland, Jane. "The Destiny of Circumstance| Factors That Motivate Low-SES, First-Generation in College High School Students to Matriculate Directly to University." Thesis, California Lutheran University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621621.
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<p> College-going rates closely replicate the socioeconomics of a region, making a student's zip code a better predictor of college attendance than his or her SAT or ACT score. Students who are the first in their family to go to college often do not have the cultural capital to inform or family stories to inspire. In California, less than one half of the students who graduate from high school are academically ready for college; low socio-economic-status (SES) students are financially challenged; and first-generation in college student may find themselves facing invisible social and cultural barriers. </p><p> The purpose of this study is to learn from a group of low-SES students, who were first in their families to go to a four-year college, what motivated them to take this less-traveled path. This qualitative study is based on interviews with students who graduated from high schools with a high percentage of under-represented minority populations and low-college going rates. Their perceptions about their educational experience, their teachers' and family's expectations, and the factors that motivated them to take a different path from the majority of their peers were categorized into a framework that divided motivators between intrinsic and extrinsic. The themes that emerged provide information about how students perceive opportunities and lead to future studies and recommendations for the strategic application of interventions. </p>
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Erford, Jamie L. "Sense of Place and Concurrent Enrollment: Creating College Places in High School Settings." University of Findlay / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1503050057101256.
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Alig, Kelly L. "The Influence of Cultural and Social Capital on Post-Baccalaureate Students’ Decision to Enter and Complete Graduate School." ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/td/1844.
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Despite increased diversity noted in undergraduate education in recent years (Antonio, 2003), students from non-majority groups continue to be underrepresented in graduate school. Many research studies (Perna, 2000, 2004; Perna & Titus, 2005; Rowan-Kenyon, 2007; Walpole, 2003, 2007b) have used measures of cultural and social capital to increase the explanatory power of the traditional econometric framework in college choice models, but have not used these sociological variables as a primary focus. The purpose of this correlational study was to explore the influence of cultural capital and social capital on the decision of bachelor’s degree completers to enter graduate school and ultimately to degree achievement. The study is an extension of Perna’s 2004 work, which examined similar relationships of cultural and social capital variables via use of the Baccalaureate & Beyond: 93/97 study. Based on Walpole’s findings (2003), variables related to socioeconomic status (SES) were also included in my analysis.
The data used to answer the research questions were collected as part of a longitudinal study, the Baccalaureate & Beyond: 93/03. Participants in the Baccalaureate & Beyond: 93/03 study were students in the U.S. who earned a bachelor’s degree during the 1992-1993 academic year, representing a population of 1.2 million individuals (Choy, Bradburn, & Carroll, 2008). My findings revealed that measures of cultural and social capital have a significant influence on graduate school enrollment and degree completion. Among low SES students (as designated by family income) cultural and social capital variables substantially increased the likelihood of graduate degree attainment.
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Smith, Courtney A. "Millennial students who go directly to graduate school: Influences on this decision and the characterization of their experience." Wright State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=wright1277317530.
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Grubb, John M., Pamela H. Scott, and Donald W. Good. "The Answer is Yes: Dual Enrollment Benefits Students at the Community College." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/286.
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Objective: The study assesses the impact of dual enrollment participation on remediation and completion for traditional first time, full-time freshmen at a community college in Northeast Tennessee. Method: This study began with the full population of 1,232 students who enrolled between 2008 and 2012 at a community college in northeast Tennessee the fall semester after finishing high school. The population was required to have American College Testing (ACT) scores, completely fill out the Free Application for Federal Student Aid (FAFSA), enroll full-time as a degree-seeking student, and complete the first fall semester. Propensity score matching was utilized to eliminate self-selection bias and enable parametric comparisons using optimal matching of dual enrollment participants and non-participants while controlling for a range of covariates. Results: The analyses showed that community college students who participated in dual enrollment were (a) 9% or nearly 3.4 times less likely to take remediation, (b) 26% or nearly 2.5 times more likely to graduate in 2 years, and (c) 28% or nearly 1.5 times more likely to graduate in 3 years. Contributions: This study contributes to the literature showing that dual enrollment reduces remediation rates and assists in timely completions for community college students. Policy recommendations are to increase equitable participation, normalize dual enrollment for students academically able to do college coursework, align state terminology with the nation, and improve data for future research.
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Cheng, Xueyu. "Risk in human capital investment and gender difference in adult college enrollment." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187077285.
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Bradley, Jeffrey James. "College Readiness and Dual Credit Participation of Alternative High School Students." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062810/.
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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.
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Warner, Jane Moss. "Evaluation of the College Bound Summer Program for High School Students with Disabilities." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/29420.
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In the current education environment, students with disabilities may lack adequate transition planning in high school that may explain why these students often experience poor outcomes in higher education. The College Bound Summer Program was developed in 1999 as a supplement program within the state of Virginia to address transition issues and college success strategies for students with disabilities planning to attend college. The purpose of this qualitative study was to identify and assess the strengths and needs of College Bound. The intent of the evaluation is to provide data to guide the continuing development and improvement of the program. An adaptation of Schalock's (2001) outcome based evaluation model is utilized to provide a practical, problem-solving approach to gauge the quality and effectiveness of the program and to establish whether the program has produced its desired outcomes for participants. Sources of data included (a) interviews with 26 participants who attended the program in 1999, 2000, and 2001; and (b) extant documentation regarding program implementation. Data were analyzed qualitatively using constant comparative methods to derive findings that addressed eight categories related to College Bound's strengths and needs: (a) Learning Outcomes, (b) Experiencing On-Campus Living, (c) Attending Workshops, (d) Facilitating Personal Networks, (e) Marketing the Program, (f) Assessing Satisfaction, (g) Gathering Transition Information, and (h) Offering Suggestions. Findings from this evaluation suggest that the draw of College Bound for participants is concern regarding disability challenges in higher education. The data suggest that both parents and students are anxious about attending college and meeting the challenges of the collegiate environment. College Bound appears to be meeting the needs of the participants with programmatic strength in the following areas: (a) developing self-advocacy; (b) accessing college support services, and (c) networking with other participants, and (d) interacting with successful college students with disabilities.<br>Ed. D.
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Edmondson, Frederick Stephen. "Effects of a faculty mentoring program on African-American and Hispanic-American college students: Self-disclosure, self-esteem, solidarity, and academic achievement." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2585.
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The purpose of this study was to examine self-disclosure, self-esteem, and solidarity in the mentoring relationship and the subsequent impact on academic achievement regarding African and Hispanic American college students. The Faculty Mentor Program is a component to meeting the challenge of improving retention and graduation rates for African and Hispanic Americans at California State universities. There were 287 subjects of which 83 responded to the survey. The subjects were members of a Faculty Mentor Program at a California State University. The survey consisted of the Wheeless Solidarity Scale, the Wheeless Five-Factor Disclosiveness/Disclosure Scales, and the Coopersmith Self-Esteem Inventories (Adult form). The hypotheses stated that there is a significant positive relationship between the amount of interpersonal contact and the protege's self-disclosure; between self-disclosure and self-esteem; between self-disclosure and solidarity; between protege solidarity and protege self-esteem; among the variables self-disclosure, self-esteem, solidarity, amount of contact, and academic achievement; between the amount of time the protege has been in the Faculty Mentor Program and level of academic achievement. Statistical procedures used for analyzing data were analysis of variance, content analysis, multiple regression, Pearson Product Moment Correlation, summary-comparison analysis, and t-test. The Pearson Product Moment Correlation disclosed a significant positive relationship between self-disclosure and solidarity and no statistical positive relationship for self-disclosure and self-esteem, solidarity, and self-esteem, and grade point average and time with the mentor program. A multiple regression revealed a statistical significance between self-esteem and grade point average. A summary comparison analysis disclosed that the proteges found the mentor relationship helpful and the program to be helpful.
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Licea, Oliva. "A college readiness program for low-income, racial and ethnic minority high school students| A grant proposal." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1584938.
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<p> Low-income racial and ethnic minority high school students encounter barriers which prevent them from attaining post-secondary education. The barriers include insufficient parental and school support, lack of motivation and self-confidence, socioeconomic status, lack of social capital in high schools and colleges, and inadequate or insufficient resources. Previous research identified college readiness programs as a way to promote academic success and college attainment for low-income racial and ethnic minority high school students. The purpose of this thesis project was to write a grant proposal to secure funding for a college readiness program for low-income racial and ethnic minority students enrolled in Hawthorne high schools in Hawthorne, California. The purpose of the proposed program is to strengthen students' academic and personal skills and provided resources that enabled students to complete high school and move onto post-secondary education. Research on existing college readiness programs was used for the development of this proposed program. The submission and funding of this grant project was not required for the successful completion of this project.</p>
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Artman, Vickie. "DUAL CREDIT AND DUAL ENROLLMENT: AN ANALYSIS OF THE EXPERIENCES OF HIGH SCHOOL STUDENTS THAT COMPLETED HIGH SCHOOL WITH A DUAL DEGREE." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1336.
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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.