The intent of this study was to identify the features of local dual credit programs that promote high achievement and sustained enrollment. Ancillary outcomes of the study were to identify strengths and weaknesses of the programs as well as develop recommendations for the development and implementation of future dual credit programs in the area. The dual credit programs studied were offered by two secondary schools in conjunction with the local community and technical college. Information regarding the programs was collected via interviews from individuals at the secondary and postsecondary level who had substantial knowledge of the programs. Overriding themes that emerged as a result of this study were the need to designate a single dual credit coordinator at both the college and the high schools to improve communication, the desire to increase participation in the existing programs while expanding the program to area schools that do not already participate in dual credit, and the need to maintain the quality and academic rigor of the courses.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 96-102). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 96-102). Also available on the Internet.

In 2006 the College Board celebrated the 50th anniversary of the Advanced Placement (AP) program. The AP program, which began as a means of transitioning selected high school students to colleges, had expanded to include thousands of students sitting for thousands of exams. During the first fifty years as the program expanded, the College Board expanded the number of course offerings. With this expansion came the question as to the effectiveness of AP. As criticism of the College Board continued to grow, by 2006 the College Board began reform by auditing its own courses, seeking funding for states to expand experimental programs, and encouraging universities to no longer accept a score of 3 on an exam. The College Board sought overall clarity regarding the focus of the AP program once considered an elite standard in America high schools. While there is cause to wonder, there is also encouragement. / Department of Educational Leadership

Thesis (M.S.)--University of North Texas, Dec., 2007. / Title from title page display. Includes bibliographical references.

Thesis (M. P. A.)--Texas State University-San Marcos, 2007. / Includes bibliographical references (leaves 39-40).

Mémoire (M.Ed.)--Université du Québec, 1994. / Résumé disponible sur Internet. CaQCU Document électronique également accessible en format PDF. CaQCU

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Title from PDF t.p. (viewed Jul. 31, 2009). Directed by Gerald Ponder; submitted to the School of Education. Includes bibliographical references (p. 205-223).

Thesis (M.A.)--Brigham Young University. Dept. of English, 2004. / Includes bibliographical references (p. 89-95).

Thesis (M.S.)--Florida State University, 2004. / Advisor: Dr. Elizabeth Jakubowski, Florida State University, College of Education, Dept. of Middle and Secondary Education. Title and description from dissertation home page viewed Sept. 24, 2004. Includes bibliographical references.