Thesis (Ph.D.)--Bowling Green State University, 2007. / Document formatted into pages; contains xii, 242 p. Includes bibliographical references.

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Thesis (Ed. D.)--University of North Texas, August, 2008. / Title from title page display. Includes bibliographical references.

Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

The purpose of this study was to measure the possible relationship between Advanced Placement and dual enrollment courses for economically disadvantaged students on 2-year completion rates at public Tennessee higher education institutions. A quantitative, quasi experimental, comparative design was used to analyze secondary data to determine if there is a relationship between Advanced Placement, dual enrollment courses, and 2-year completion rates for students in Tennessee community colleges and public universities. The sample for this study consisted of students who entered a Tennessee community college or Tennessee public university in the Fall of 2015. These students had taken at least one Advanced Placement or dual enrollment course in a Tennessee high school. In addition, the sample for this study was economically disadvantaged using the Tennessee method for direct certification when taking an Advanced Placement or dual enrollment course. The researcher observed that economically disadvantaged students are significantly less likely to attain completion in two years as compared to noneconomically disadvantaged students. The researcher also observed that economically disadvantaged students who receive credit in an AP math or English class are significantly more likely than economically disadvantaged students who did not receive credit in an AP math or English class to complete a degree in two years. The researcher also observed that economically disadvantaged students who participated in a dual enrollment course are significantly less likely to attain completion in two years than noneconomically disadvantaged students, however if economically disadvantaged students receive credit in a dual enrollment course they are significantly more likely to complete a degree in two years.

Objective: The study assesses the impact of dual enrollment participation on remediation and completion for traditional first time, full-time freshmen at a community college in Northeast Tennessee. Method: This study began with the full population of 1,232 students who enrolled between 2008 and 2012 at a community college in northeast Tennessee the fall semester after finishing high school. The population was required to have American College Testing (ACT) scores, completely fill out the Free Application for Federal Student Aid (FAFSA), enroll full-time as a degree-seeking student, and complete the first fall semester. Propensity score matching was utilized to eliminate self-selection bias and enable parametric comparisons using optimal matching of dual enrollment participants and non-participants while controlling for a range of covariates. Results: The analyses showed that community college students who participated in dual enrollment were (a) 9% or nearly 3.4 times less likely to take remediation, (b) 26% or nearly 2.5 times more likely to graduate in 2 years, and (c) 28% or nearly 1.5 times more likely to graduate in 3 years. Contributions: This study contributes to the literature showing that dual enrollment reduces remediation rates and assists in timely completions for community college students. Policy recommendations are to increase equitable participation, normalize dual enrollment for students academically able to do college coursework, align state terminology with the nation, and improve data for future research.

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The overall college enrollment rates for young adults have increased over the last several years. While this is promising, a notable amount of students do not attain a degree. This scenario can create major consequences for the United States as global competitiveness requires a workforce that possesses a postsecondary degree. Dual enrollment is a program that has been seen to answer the need for more postsecondary graduates. Despite the robust literature that suggests the positive effects for students who participate in dual enrollment, limited research exists on the effects of dual enrollment on the institution. Therefore, this study attempted to fill the gap in the literature by examining the effects of dual enrollment on an institution. The independent variable was participation in dual enrollment and the dependent variables were persistence rates and degree completion. The population consisted of 5,251 first-time, full-time students in the Mississippi Community College System. Of this number, 741 had taken at least 1 dual enrollment course between the fall of 2010 and the spring of 2015, and 4,510 had no previous dual enrollment experience at all. A Chi-square test was used for both research questions. Results of the study indicate that there is a significant difference in persistence rates when comparing dual enrolled students to non-dual enrolled students. First-time, full-time students who had previous dual enrollment experience were more likely to maintain consistent enrollment (69%) at the community college than students who had no previous dual enrollment experience (45%). There is also a significant relationship between students attaining a degree in a timely manner when comparing dual enrolled students to non-dual enrolled students. First-time, full-time students who had previous dual enrollment experience were more likely to earn a degree in 3 years (61%) than students who did not participate in dual enrollment (35%). The effect size for both research questions was small. While the outcomes of this study are positive, it is imperative to continue to examine the effects of dual enrollment on an institution. Policy differences at each of the Mississippi community colleges could render different outcomes for the students and ultimately affect the institution.

This study looks at the dual enrollment program at Brevard Community College in the state of Florida. It uses new interview data to determine if the positive and negative aspects of the program established by the literature still pertain. Four main themes were identified by the study of dual enrollment students and the postsecondary institution: money, quality of students, quantity of students, and opportunities of students and the institution. A discussion of each side of the discourse are made in order to help the program retain its positive attributes. While quality, quantity, and money are all issues concerning the day to day problems that arise in the program, it would appear that the motivation and reason a student is in the dual enrollment program drastically affects all three of these themes as they have the ability to positively or negatively use the opportunity of being in the program. Recommendations are made which may allow the institution and those involved in the dual enrollment program, specifically the faculty, to run as smoothly, efficiently, and productively as possible

The purpose of this descriptive, quantitative study is to explore the matriculation rates for first-time, full-time freshmen who were previously enrolled in dual enrollment courses while in high school at one of the 13 public community colleges in Tennessee. Percentages, means, standard deviations, ranges, percentages, and proportions were used to describe the data from the 13 public community colleges in Tennessee. The total number of dual enrollment students from 2016 to 2021 across the 13 community colleges over the five-year period was 80,051. Of the 80,051 students, 16,727 students matriculated to their home institution and 63,324 did not. Findings from the study revealed that the total matriculation of the 13 community colleges over the period totaled a mean percentage of 20.90% or a ratio equating to nearly 1:4. Other variables such as matriculations by gender, race, earned credits, GPA, and ACT scores were studied to better understand matriculation rates by demographic variables. Findings will allow for community colleges within the Tennessee Board of Regents system to be compared based on matriculation rates and various demographics. Data from each of the 13 Tennessee community colleges data were analyzed independently for a five-year period (2016 – 2021).