The issue of transfer of credit from two-year to four-year colleges is one of national interest. Recent legislation has focused attention on the topic in Indiana.The purpose of this study was to investigate the continuing education and transfer experiences of a group of recent associate degree graduates from Indiana Vocational Technical College (IVTC). The population used was a sample of 1991 associate degree graduates. Surveys were analyzed from 612 respondents, 87 of whom were enrolled in four-year institutions.Findings included:1. Of the 87 graduates enrolled in four-year institutions, 54 reported that some or all of their credits were accepted in transfer by the receiving institution.2. Out-of-state institutions have accepted more IVTC credits in transfer than in-state institutions.3. Private four-year institutions have accepted more credits in transfer than public institutions.4. There was no significant difference between A.S. and A.A.S. degree holders with credits accepted in transfer.While there were some articulation agreements in place at the time of the study, several of these were between private institutions and IVTC; few were between public institutions. These findings represent a situation that exists for IVTC graduates prior to the development andregard to the number of implementation of widespread articulation agreements between the two-year and four-year public institutions in Indiana. There are numerous implications for further study. It is and importance to IVTC graduates, to the higher education community, the legislature and Commission for Higher Education, and for the citizens of Indiana. / Department of Educational Leadership

Thesis (Ed. D.)--Florida State University, 2005. / Advisor: Dr. Beverly Bower, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed June 9, 2005). Document formatted into pages; contains x, 156 pages. Includes bibliographical references.

Thesis (Ph.D.)--University of Delaware, 2009. / Principal faculty advisor: Steven Peuquet, Center for Community Research & Service. Includes bibliographical references.

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 October 10, 2007) Vita. Includes bibliographical references.

No description available.

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.

This study investigates the determinants of financial development and private sector credits for a panel of 85 developing and industrial countries using annual data from 1980 to 2006. The results from the panel cross-sectional fixed effects procedure suggest that an increase in the public sector credits and central government debt leads to a decrease in private sector credits in low income and lower middle income counties. For this group of countries, public sector credits, albeit leading to a financial crowding out, are found to be enhancing financial development. For the upper middle income and high income countries, private sector credits are found to increase with public sector credits and financial development and decrease with central government debt. Financial development is affected adversely from inflation and positively from real GDP and public sector credits in high income countries. In upper middle income countries both real GDP and credits to public sector affect financial development positively. In low income countries, on the other hand, public sector credits and inflation are correlated positively with financial development.

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.

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