The purpose of this study was to investigate the relationship of the Utah State University concurrent enrollment program to the achievement (GPA), recruitment, and retention of program participants after joining Utah State University. Three administrative approaches to the management of concurrent enrollment programs were identified for the purpose of this study: Level One, Level Two, and Level Three. Level One involved high school teachers who taught and graded the concurrent enrollment program courses. In Level Two, high school teachers taught the courses, but University professors prepared exams and graded the papers. In Level Three, teaching, exam preparation, and paper grading were all executed by university faculty. To determine the effects of the three different administrative approaches on concurrent enrollment programs, four research questions were formulated: (1) For the three different administrative approaches to the management of the concurrent enrollment program practiced by Utah State University, are there different GPAs for comparable selected major courses for program participants? (2) For the three different administrative approaches, are there differences in the proportion of high school students recruited to Utah State University? (3) For the three different administrative approaches, are there different rates of retention for participating students one year after joining Utah State University? (4) For the three different administrative approaches, are there greater GP As and retention rates when compared with Utah State University's regular freshmen population? A sample from the target population of concurrent enrollment program participants from 1988 to 1991 was used. The data were collected from existing Utah State University records. The dependent variables were GPA, recruitment, and retention, while administrative approaches were the three levels of the independent variable. The means for the Level One approach were statistically and educationally significant as compared to the remaining two levels. One year after joining Utah State University, the recruited concurrent enrollment program participants tended to remain with Utah State University. Therefore, it was recommended that the program be supported with the emphasis on encouraging more high school teachers to teach concurrent enrollment courses in the future.

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.

<p dir="ltr">The Higher Learning Commission (HLC) clarified and revised the credentialing standards for concurrent enrollment (CE) instructors of liberal arts courses in 2015 with an implementation date of 2017. With the revised credentialing standards resulting in roughly two out every three CE instructors needing additional graduate level coursework to maintain their CE credentials, HLC created a five-year grace period, followed by multiple extensions, for CE instructors to update their credentials. However, during this period only approximately half of the CE instructors completed the additional coursework. The possible loss of half of the total number of liberal arts CE instructors under HLC accreditation places many CE programs’ sustainability in jeopardy.</p><p dir="ltr">This dissertation encompasses two studies that investigated why CE instructors did or did not complete the additional coursework needed to maintain the CE credentials, a topic that has yet to be explored in research. The first study investigated the issue directly from the CE instructor perspective. The second study on the topic was approached through the lens of CE high school administrators. Principal-agent theory was the theorical framework from which data and findings were viewed and produced. Implications for the CE field, future research angles on the topic, and policy recommendations are offered.</p>

Wytheville Community College implemented the Dual Credit English program in 1988 following the Virginia Community College System's adoption of the Virginia Plan for Dual Enrollment. Essentially, the program allows qualified high school seniors to enroll in the college's freshman-level ENG 111: College Composition I and ENG 112: College Composition II courses while simultaneously completing senior English. The guarantee of college credit for students who earn at least a "C" average and other cost-saving and time-saving features have contributed to the increased popularity of the program in recent years. This institutional study examines multiple facets of the program and determines program strengths and weaknesses. The dissertation provides historical data on the rationale for the program and presents perspectives from various constituencies involved in the program, including community college administrators, high school administrators, community college English faculty, dual credit English faculty, program graduates, and currently enrolled dual credit English students. The study found that both the community college and high schools are committed to providing dual credit English courses that are of comparable quality to the college's regular freshman composition courses. Generally, students and graduates reported a high rate of satisfaction with the program. Students benefit monetarily from the program because the public school systems, not individual students, pay tuition costs. Also, students save time by accumulating college credits while still enrolled in high school and, thus, are often able to complete college degrees in a shorter time frame. Articulation agreements guarantee the transferability of dual credit English courses to most state-supported colleges and universities. The study also discusses relevant administration issues such as curriculum development, placement policies and procedures, faculty selection, and program evaluation. Administrators strongly support the program, pointing out that it helps build student confidence and encourages students to consider higher education opportunities. Faculty perception varies, with community college faculty expressing concerns about student preparation and philosophical issues related to combining senior English with freshman composition. Dual credit English faculty, on the other hand, generally expressed more positive views, noting many of the same benefits students had cited. The final chapter summarizes program successes, identifies concerns, and makes recommendations for improvements in the dual credit English program. / Ed. D.

Dual credit, which allows students to simultaneously earn high school and college credit for the same course, is widely-implemented across the country. Dual credit is thought to promote student success in higher education. However, there is limited research on whether dual credit courses taken in high school positively influence college-level outcomes. Using Ordinary Least Squares and Logistic analysis to control for student background characteristics, this study examines the relationship between dual credit and student success in college, specifically freshman grade point average and college graduation. The study examines an existing dataset from the Texas Higher Education Coordinating Board that includes approximately 35,870 students. Results suggest that dual credit positively influences college outcomes. / text

Nursing leaders have called for more bachelor-of-science-in-nursing-(BSN)-prepared nurses to meet workforce demands. There is limited capacity in BSN programs to meet the projected demand. Currently, associate degree in nursing (ADN) programs produce the majority of registered nurses. To increase the number of BSN graduates, nurse educators recommend innovative educational models for seamless progression from the ADN to the BSN. Concurrent enrollment ADN-BSN programs offer one potential model to produce more BSN graduates. The purpose of this study was to describe the process of developing and implementing concurrent enrollment ADN-BSN programs. The research question was as follows: What is the experience of nurse educators in developing and implementing concurrent enrollment ADN-BSN completion programs? The method of inquiry was a generic qualitative descriptive study. Seventeen participants were recruited from concurrent enrollment programs across the country. Data collection occurred through semi-structured email interviews. The data was manually coded using holistic, descriptive and in vivo coding methods and then analyzed using situational mapping for similar patterns and thematic concepts. There were five conceptual themes that described the process of developing and implementing concurrent enrollment ADN-BSN programs. The five themes emerged as championing the program, establishing partnerships, predicting student success, promoting student success, and adapting to change. The implications to nurse educators are a better understanding of an innovative educational model to produce more BSN graduates. More BSN graduates benefits the nursing profession. Further research is needed to understand the benefits and drawbacks of concurrent enrollment programs and the factors that influence adoption of this educational model.

The purpose of this study was to examine the effects of dual-enrollment participation on students' postsecondary achievement as measured by various factors. The researcher explored an approach to learning that allows students to navigate the invisible barriers between high school and college. The population consisted of 901 students in a community college in northeast Tennessee during the fall of 2007 following high school graduation the previous academic year. Data gathered from dual-enrollment participants were compared to data of peers of comparable ability level who chose not to participate in the program. The major findings of the study included the following: dual-enrollment participants were (a) slightly more likely to enroll full time rather than part time, (b) significantly less likely to be enrolled in remedial and developmental courses, (c) no more likely to complete the fall semester, (d) slightly more likely to complete the spring semester, (e) more likely to showcase a slightly higher fall semester grade-point average (GPA), and (f) no more likely to have a higher spring semester GPA.

No description available.

The purpose of this quantitative research study was to explore dual enrollment as a college readiness strategy and the effects of dual enrollment programs on persistence and achievement within a post-secondary institution. This study examined documented institutional data of former dual enrollment students and their direct entry peers who were 1st-time college students at a community college in South Mississippi. Community colleges in Mississippi have maintained dual enrollment programs for over a decade, but few empirical-based research studies have been conducted to determine whether or not student achievement and persistence rates differed for students with prior dual enrollment experience. Therefore, more empirically-based research is needed to determine whether research findings are generalizable. Further research will contribute to the body of literature regarding the impact and effectiveness of dual enrollment and how it relates to college persistence. The sample included all students who graduated from local service area high schools in the spring of 2012 and matriculated to the community college in the fall of 2012. The study analyzed measures of achievement and indicators of persistence for all students over 2 academic years. The study used an independent sample t-test to compare whether prior dual enrollment students had different rates of persistence and achievement than direct entry students. A factorial analysis of variance was used to test for significance among independent variables of enrollment type with the dependent variables of persistence and achievement among categorical variables of race to determine if there was a difference in proportion of students in dual enrollment versus direct entry. Persistence is defined as the continuous full-time enrollment from the first year to the second year. Achievement was measured using ACT scores and grade point average (GPA). Findings revealed that no significant difference existed in measures of persistence between students with prior dual credit and direct entry students. Significant differences existed in measures of achievement by students with prior dual credit and by direct entry students in two areas: Act scores and cumulative GPA. Other findings indicated differences did not exist for persistence by enrollment type and race or for achievement by enrollment type and race.

The purpose of this interpretive biography was to understand how college graduates perceive their experiences in secondary (high school) accelerated learning programs and the impact of that participation on their continued education. This inquiry was guided by the overarching question: What are college graduates’ perceptions and understandings of their experiences in secondary accelerated programs? Using a postmodern philosophy to review the empirical materials, this interpretive biography focused on the lived experience of a college graduate who participated in an accelerated secondary program and focuses on her reflections after graduating from a four-year university. The study finds that generally, secondary accelerated learning programs like concurrent enrollment are considered valuable for their academic preparation, but may be reinforcing societal notions that students should go through their schooling more quickly than is beneficial.