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

The purpose of this study was to report opportunities available to all Indiana high school students to access dual credit through AP, IB, and Indiana colleges and universities. In addition, this study attempted to identify potential barriers facing schools and students which may limit access to dual credit programs, as well as the attitudes and perceptions of Indiana high schools principals with respect to dual credit. This study further provided data for school leaders and policymakers to consider as efforts continue toward implementation and expansion of dual credit programs in Indiana high schools. A total of 224 principals participated in the study. Based on prior research, the findings of this study, and the stated objectives of Indiana's P-16 Plan, the researcher recommended eleven areas for further consideration. / Department of Educational Leadership

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.S.)--University of North Texas, Dec., 2009. / Title from title page display. Includes bibliographical references.

No description available.

The purpose of this study was to determine if there is a relationship between college retention and completion and the number of college credit hours students earn before graduating high school. The number of credit hours a student earned was analyzed along with selected demographic characteristics and academic performance indicators to determine if any one of the variables was more of a predictor of retention and completion of college than the others. The data for the study (12,834 records) were obtained from the Student Information System from five Tennessee Board of Regents Universities. An initial analysis of the data incorporated simple descriptive statistics in the form of frequency tables. Cross tabulation and chi-square were used to compare the gender and ethnicity population of dual/joint-enrolled students and nondual/joint-enrolled students. To determine if dual/joint-enrolled students had greater academic success than nondual/joint-enrolled students, a t-test for independent samples was used to compare high school grade point average, the standardized test score average, and first semester and last semester attended grade point average of the two groups. Chi-square was used to analyze if there was a difference in the retention rate and the time it took to obtain a four-year degree between dual/joint-enrolled students and nondual/joint-enrolled students. A one-way ANOVA was used to determine if the number of college credits earned while in high school had any influence on the time it took to finish a four-year college degree. Multiple Linear Regression was used to see if any of the variables could predict academic performance for a studentÆs first and last semester grading period. Discriminant Analysis was used to determine if any of the variables in the study were predictors of completing a four-year degree. The researcher found that students who participated in dual/joint-enrollment programs had more academic success and a higher retention and graduation rate than those students who did not participate in such programs. The study also revealed that dual credit hours had a significant influence on time to completing a degree.

The purpose of this study was to investigate why small, private, four-year liberal arts colleges implement off-campus credit programs. The focus of the research was to determine the factors responsible for offering off-campus programs in some institutions, while in others, no attempts were made to offer similar programs. Survey research was the primary method used in the study. Twenty-five colleges which were members of the Southern Association of Colleges and Schools (SACS) and which had off-campus programs were paired with an equal number of non-participating colleges based on size, tuition costs and affiliation. Data were gathered from NCES and SACS reports, current college catalogs and from self-designed questionnaires. A response rate above 90 percent was recorded for the mailed questionnaires. The Chi-Square test of relationship, T-test, and ANOVA techniques were used to analyze the data. All analyses were evaluated at the .05 level of significance. Data analysis for participating colleges suggested: (1) Off-campus programs were relatively new, with a majority (87 percent) having been established over the past ten years; (2) Small, private, liberal-arts colleges were adapting their missions to allow them to serve a new clientele. (3) The primary leadership within the colleges for the initiation and continuation of off-campus programs were the presidents, deans and the governing boards. A declining enrollment was indicated as a primary reason for going off campus; and (4) The groups being served most often off campus were managers, public school teachers, ministers, accountants, law enforcement personnel, and those seeking a Baccalaureate degree. The analysis of the data between the participating and non-participating colleges showed: (1) The participating colleges experienced more growth than the non-participating group. This modest growth could be traced to off-campus enrollments; (2) Both groups of colleges had a similar curriculum, but a statistically significant difference existed for the degree in education. The participating colleges had a larger number of institutions with a degree in education; (3) The participating colleges' mission statements evidenced a more serious commitment to serving the broader community through educational opportunities than did the non-participating group; (4) A statistically significant difference existed between the two groups regarding the sources of revenue, Federal appropriations, grants and contracts and total revenues. The non-participating group received more revenues from these non-tuition sources; (5) A statistically significant difference existed for the expenditure categories of academic support, library support, and operations and maintenance; and (6) No statistical difference was found between the groups for faculty or transportation characteristics or in the number of competitors for off-campus credit programs. / Ed. D. / incomplete_metadata

The purpose of this study was to examine academic and social experiences of students who participated in a two-year intensive dual enrollment program housed on a community college campus. The academic experiences were examined through an analysis of community college and university data for 275 dually enrolled students and a comparison group of 258 traditional community college transfer students. An independent test of means was used to compare dual enrollment students to traditional community college transfer students. The findings were significant and found that dually enrolled students had higher community college GPAs, higher associate's and bachelor's degree completion rates, and shorter time periods to associate's degree completion. The social experiences were examined through the use of a survey from 93 students who participated in the intensive dual enrollment program. / Repeated measures of analysis of variance (ANOVA) were used to examine the students' experiences while participating in the dual enrollment program compared to their regular high school and compared to the university. The analysis revealed that the dually enrolled students had significantly higher ratings of overall satisfaction with the dual enrollment program and better quality ratings for relationships with students, faculty, and administration while participating in the dual enrollment program, compared to their experiences while at the high school and university. Qualitative analysis of open-ended survey questions revealed that the dually enrolled students typically missed their friends and extracurricular activities of their regular high school, but many positive aspects of the dual enrollment experience made up for "missing out" on a traditional high school experience. Initially, students opted to participate in dual enrollment in order to get a free head start on college. / Many survey respondents indicated that the small size of the program was crucial to their success by providing a close-knit family environment. Recommendations are provided for policymakers to support dual enrollment programs and for high school, community college, and university advisors to provide guidance to address the unique concerns of dual enrollment students. / Laura A. Heath. / Thesis (Ph.D.)--Florida Atlantic University, 2008. / Includes bibliography. / Electronic reproduction. Boca Raton, FL : 2008 Mode of access: World Wide Web.

Advanced Placement and dual credit programs are designed for high school students and are used to earn college credit and possibly gain college admissions advantages. The present research examined the impact of participation in one or both programs on four-year college graduation rates. Findings indicated significant differences between the programs as well as with students who did not participate in either program. Students in AP achieved the highest four-year graduation rate, followed by students in dual credit, both programs, and neither program. These findings indicate the need for further study to determine whether the programs substantially contribute to four-year graduation rates and what the implications are.

published_or_final_version / Education / Master / Master of Education