Dual enrollment transitioning experiences of students are poorly understood, leaving higher education stakeholders without the proper information to smooth the transitioning process and keep students in college. This basic qualitative study using interviews explored how 10 dual enrollment students described their transitioning experiences from high school to community college by investigating their motivations, ability to acknowledge self-efficacy, and understanding of social interactions using Badura's self-efficacy model and Keller's motivational theory and the attention, relevance, confidence, and satisfaction model. Data were analyzed through an open coding method to categorize themes and patterns as well as discrepant information. Key findings indicated that dual enrollment students embraced the rigor of courses and transitioned their learning skills to their non-dual enrollment college education. They reported strong self-efficacy and indicated both internal and external motivators and good support systems that contributed to their completion. They did not attribute their completion of the dual enrollment program to school-based relationships or club affiliations. The social change implication is that good transition experiences between high school and college for these students assisted them in staying in college and completing programs. Increased graduation rates and attrition rates could result in better qualified and more marketable graduates, impacting a more educated community and productive economy.

Thesis (Ph.D.)--Mississippi State University. Department of Leadership and Foundations. / Title from title screen. Includes bibliographical references.

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.

The purpose of this qualitative phenomenological study was to explore Tennessee high school counselors’ and dual enrollment advisors’ perceptions of student readiness for dual enrollment within the context of school, institutional, state, and federal policies as aligned with adolescent development theories in order to inform both policy and practice. Twelve purposely sampled participants from three school districts within the First Tennessee Core Region responded to questions via a recorded phone interview. Participants reflected on the readiness of their students for dual enrollment in the academic, social, and emotional domains. Additionally, participants identified strengths and weaknesses of dual enrollment programs and the Ready Graduateinitiative in Tennessee through the lenses of their school, post-secondary institutions, and their students and shared ideas for the improvement of programs and increasing student readiness.

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The purpose of this qualitative study was to examine the perceptions of community college administrators in Mississippi regarding the early college high schools located on their campuses. While the ECHS model has become prominent in several states, Mississippi’s efforts to implement the model have yet to be fully examined. Six administrators from three community colleges with ECHS located on their campuses were individually interviewed and asked to share their perceptions of the ECHS model. The participants were asked a series of 12 questions composed by the researcher. The results of the study indicated that each of the administrators overwhelmingly view the ECHS model as a beneficial template and resource for students in Mississippi. Six major themes were described throughout the research: access and opportunity, student achievement, evolving maturity of the students, navigating college/college readiness, benefits to the community college, and community pride. This study provided the first comprehensive assessment of community college administrators regarding the benefits and challenges of the ECHS model in Mississippi. The perspectives shared by these community college leaders are intended to help policymakers and other stakeholders assess the partnerships and benefits of the ECHS in the state.