Thesis (M.S.A.)--University of North Carolina at Wilmington, 2003. / Includes bibliographical references (leaves : [57]-58).

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 14, 2008) Vita. Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 2002. / Title from title page screen, viewed January 24, 2006. Dissertation Committee: Graham A. Jones (chair), Cynthia Langrall, Kenneth Berk, Edward S. Mooney. Includes bibliographical references (leaves 180-186) and abstract. Also available in print.

Thesis (Ph.D.)--Ohio University, June, 2006. / Includes bibliographical references (leaves 62-67)

Thesis (Ph.D.)--Bowling Green State University, 2007. / Document formatted into pages; contains xi, 715 p. Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed July 9, 2007). PDF text: vii, 73 p. : col. ill. UMI publication number: AAT 3244320. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ed. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

The purpose of this study was to measure the possible relationship between Advanced Placement and dual enrollment courses for economically disadvantaged students on 2-year completion rates at public Tennessee higher education institutions. A quantitative, quasi experimental, comparative design was used to analyze secondary data to determine if there is a relationship between Advanced Placement, dual enrollment courses, and 2-year completion rates for students in Tennessee community colleges and public universities. The sample for this study consisted of students who entered a Tennessee community college or Tennessee public university in the Fall of 2015. These students had taken at least one Advanced Placement or dual enrollment course in a Tennessee high school. In addition, the sample for this study was economically disadvantaged using the Tennessee method for direct certification when taking an Advanced Placement or dual enrollment course. The researcher observed that economically disadvantaged students are significantly less likely to attain completion in two years as compared to noneconomically disadvantaged students. The researcher also observed that economically disadvantaged students who receive credit in an AP math or English class are significantly more likely than economically disadvantaged students who did not receive credit in an AP math or English class to complete a degree in two years. The researcher also observed that economically disadvantaged students who participated in a dual enrollment course are significantly less likely to attain completion in two years than noneconomically disadvantaged students, however if economically disadvantaged students receive credit in a dual enrollment course they are significantly more likely to complete a degree in two years.