This quantitative study examined the impact of Advanced Placement (AP) and Dual Enrollment (DE) on early college academic performance by analyzing and comparing first year and sophomore year persistence rates and grade point averages (GPAs) of four student cohorts who began their education at a large urban research I university in fall 2007. These cohorts of fall 2007 first year and first time college admits comprise students who earned college credits in high school by participation in Credit Based Transition Programs (CBTPs), specifically AP and DE, and students who did not earn college credits during high school. This study has contributed to literature examining the relationship between earning college credits in high school and early college academic performance. CBTPs were created for the benefit of high school students and the K-16 educational system. These programs were specifically created and implemented to introduce students to the rigors of college and ease the academic and social transition from high school to college. Student AP and DE participation increases yearly (The Fifth Annual, 2009; Kleiner & Lewis, 2005) and the first year of college is pivotal in terms of student retention (Astin, 1984; Bailey & Karp, 2003; Bailey, Hughes, & Karp, 2002; Cohen & Brawer, 1996; Coomes & Debard, 2004; Klekotka, 2005; Kuh, 2005; Light, 2001; Pascarella & Terenzini, 2005; Plucker, Chien, & Zaman, 2006; Tinto, 1987). These are the two primary impetuses for studying this phenomenon. This study utilized multiple chi-square, Pearson correlation, multiple regression, oneway ANOVA, and ANCOVA statistical analyses. These analyses provided ample data for answering the research questions. The sample comprised four cohorts of first year, first time college, students entering a large urban research institution in fall 2007. 1) students entering with only Advanced Placement (AP) credits ("AP" cohort), 2) students entering with only Dual Enrollment (DE) credits ("DE" cohort), 3) students entering with both AP and DE credits ("AP and DE" cohort), and 4) students entering with no college credits ("Non AP and/or DE" cohort. Statistical analyses presented results showing no statistically significant difference in early college academic performance amongst the cohorts in the study. / Educational Administration

Enrollment management structures, models, and activities have been embraced by many colleges and universities as an institutional practice. Some institutions, however, experience challenges to implementation because of a lack of human and financial resources, campus understanding and awareness. For minority serving institutions, particularly a number of Historically Black Colleges and Universities (HBCUs), this is the case. Shifts in student populations, policy, internal and external challenges exist. These challenges are evident at the HBCU (called Truth University in this document) where the current study was conducted. First, leadership at the HBCU questioned whether the financial investment was worth onboarding enrollment management. Second, there has been unstable leadership which impeded the critical decision making process necessary to support enrollment management. Finally, there was a question of whether enrollment management practices were an affordable and feasible option at Truth University with low enrollment numbers and constant staff turnover. This study examined faculty and administrators’ perceptions of enrollment management practices at this Historically Black College and University on the East Coast. Purposeful sampling of a cross section of 124 faculty and administrators employed at the institution with direct and indirect influence on enrollment management was used. Data were collected on the various enrollment components including: marketing, recruitment, academic advising, career services, academic support, institutional research, orientation, and financial aid, retention, and student services. Survey questions sought responses to the existence, effectiveness and the importance of 54 individual enrollment management components at the institution. Additional data were collected on two additional questions regarding the perceived existing enrollment management structure at the institution and the perceived enrollment management structure most important to effective enrollment management implementation at the institution. With only a few exceptions, faculty and administrators exhibited an overall lack of awareness of enrollment management practices at Truth University. To the extent that they are aware of what practices exist at Truth, they generally feel that the activities are not effective. However, the respondents acknowledge the importance of enrollment components. Interestingly, there were few differences between the faculty and the administrators in these perceptions. The implications of these results for Truth University were discussed in light of these findings. / Educational Administration

The purpose of this study was to examine factors that band directors may be able to use in enhancing enrollment in band programs. The categories of predictor variables were school leadership, level of support, student characteristics, band leadership, and band leader characteristics. There was one criterion variable, band enrollment. Stepwise multiple regression was used to determine which predictor variables explained a portion of the criterion variable, band enrollment. A sample of 400 active band directors was drawn from the membership of the American School Band Directors Association. A table of random numbers was used to select the sample. Data were collected from responses to a questionnaire that was mailed to all persons in the sample. Usable responses were received from 250 males and 65 females. Results of a stepwise multiple regression indicated that five variables accounted for 86.7% of the variance in band enrollment. These five variables in the order of the amount of variance accounted for are (1) the total number of students in the band director's school, (2) the relationship between the band director and constituents (principal component one), (3) revenue per band student, (4) proportion of students on free or reduced-price lunch in the band director's school, and (5) race of the band director. One of the main implications of this study appears to be broadly associated with the kinds of relationships a band director develops with the members of the band community. Even though the band director cannot do anything about the size of the student body, the challenge is for band directors to use strategies that enhance their relationships with the band community. / Ed. D.

This study examined whether measures of social capital were significant predictors of enrollment in postsecondary education for students from a low SES background. Results take the form of two articles. The first article addresses enrollment in four-year institutions of postsecondary education, and the second article addresses enrollment in two-year institutions of postsecondary education. The research questions for this study were: 1. Does probability of enrollment in a four-year postsecondary institution or a two-year postsecondary institution for low SES students differ by mean school SES? 2. Does probability of enrollment in a four-year postsecondary institution or a two-year postsecondary institution for low SES students differ by school locale? 3. When controlling for contextual or environmental variables and student background characteristics, are low SES students with higher levels of social capital more likely to enroll in a four-year postsecondary institution or a two-year postsecondary institution than low SES students with lower levels of social capital? 4. When controlling for contextual or environmental variables, background characteristics, and level of social capital does probability of enrollment in a four-year institution of postsecondary education or a two-year postsecondary institution vary by race for low SES students? When controlling for school level variables, academic achievement and preparation, and select background characteristics, low SES students with higher levels of social capital are more likely to enroll in a four-year college. Students whose parents expected them to obtain more education and those students who obtained more information about attending college were more likely to enroll in a four-year university. In the analysis of enrollment in four-year institutions of postsecondary education, African American low SES students were three times more likely to enroll in a four-year college or university than low SES Caucasian students. Only one measure of social capital, information acquisition, was significantly related to enrollment in a two-year institution of postsecondary education. No significant variability in probability of enrollment in a two-year institution of postsecondary education was observed by either of the school level variables used. Race was not a significant factor when controlling for background characteristics and the measures of social capital used in this study. / Ph. D.

The purpose of this study was to determine how current admission policies and practices at four-year public institutions of higher education in Virginia are implemented to evaluate home school applicants. University administrators, admission officials, and other interested individuals may gain insight into (a) admission policy implementation and informal practices, (b) anticipated policy revisions or new policy developments, (c) evaluative criteria currently being utilized to evaluate applicants, and (d) current home school application and enrollment trends. An interview protocol was developed and used to conduct interviews with the chief admission officer, or designee, at each of the 15 public institutions. Admission policies, admission requirements and guidelines, undergraduate catalogs, view books, and web sites were examined. Each institution's data were analyzed independently. The major findings revealed that 14 of the 15 public institutions had received home school applications, 13 of the 14 have made offers of admission to home school applicants; however, very few institutions had traced applicant enrollment. Only one institution had a written policy that had been approved through the institution's governance structure. One institution had a verbal agreement and a statement in the undergraduate catalog related to home school applicant's requirements. Three institutions reported recent and on-going discussion and research related to policy development and the evaluation of home school applicants. Five institutions indicated that policy development might be considered should home school applications continue to increase. / Ph. D.

The Career and Technical Center in Coalfield County School Division (pseudonym) has maintained a history of student enrollment in career and technical education (CTE) courses and programs that are traditional by gender. That history has changed very little over the years, and students, both male and female, continue to enroll in CTE courses at the career center that are traditional for their gender. This trend persists despite Virginia Department of Education support for non-traditional enrollment and Carl D. Perkins Act legislation which encourages non-traditional enrollment in CTE. The purpose of this qualitative research was to explore the perceptions of students, parents, teachers, administrators and counselors about student enrollment at the career center in CTE courses that are non-traditional. Through the use of individual interviews, the researcher gathered information from participants regarding their perceptions about barriers to non-traditional enrollment in CTE and also obtained participants' ideas about strategies for increasing non-traditional enrollment in CTE courses, courses that have the potential to positively impact students' career opportunities along with successful entrance into the work force. The results of this research will be shared with the school division as a potential resource for increasing non-traditional enrollment in CTE courses and programs at the career center. / Doctor of Philosophy / The Career and Technical Center in Coalfield County School Division (pseudonym) has maintained a history of student enrollment in career and technical education (CTE) courses and programs that are traditional by gender. That history has changed very little over the years, and students, both male and female, continue to enroll in CTE courses at the career center that are traditional for their gender. This trend persists despite Virginia Department of Education support for non-traditional enrollment and Carl D. Perkins Acts legislation which encourages nontraditional enrollment in CTE. The purpose of this qualitative research was to explore the perceptions of students, parents, teachers, administrators and counselors about student enrollment at the career center in CTE courses that are non-traditional. Through the use of individual interviews, the researcher gathered information from participants regarding their perceptions about barriers to nontraditional enrollment in CTE and also obtained participants’ ideas about strategies for increasing non-traditional enrollment in CTE courses, courses that have the potential to positively impact students’ career opportunities along with successful entrance into the work force. The results of this research will be shared with the school division as a potential resource for increasing nontraditional enrollment in CTE courses and programs at the career center.

The literature on minority student achievement indicates that Black students are underrepresented in advanced mathematics courses. Advanced mathematics courses offer students the opportunity to engage with challenging curricula, experience rigorous instruction, and interact with quality teachers. The middle school years are particularly significant for mathematics education since the courses students pursue during those years affect later access to rigorous mathematics coursework at the high school level as well as college and career readiness. This case study examined factors that affected Black student achievement in advanced mathematics classes at one middle school. Data included interviews of school personnel, on-site observations, and school-related document analysis. Six major themes that affected student achievement in advanced mathematics classes emerged from the data: (a) mathematics placement innovations, (b) cultural shift towards increased rigor, (c) culture of high expectations, (d) culture of continuous learning, (e) data sharing, and (f) perceived barriers to enrollment. The conceptual framework of Bryk, Sebring, Allensworth, Luppescu, and Easton (2010) was used to identify and explain the relationships among these categories. This case study highlighted key district and school individuals who initiated and implemented the wave of changes regarding mathematics placement and teaching that occurred over a four-year period. The study also identified barriers that seemed to impede Black student enrollment in such classes. The findings illustrated how concerted efforts provided students with a challenging curriculum, thus, increasing access to advanced mathematics classes for all students. Policies and practices that lifted all students had a positive effect for Black students. / Ed. D.

This study considered the school effects of college going behavior for rural students. Of interest were the effects of location and college-going culture within a given school. The research questions asked, included: 1. What are the effects of rural school location and college-going culture on public high school graduation? 2. What are the effects of rural school location and college-going culture on college enrollment? 3. For the public high school graduates who enrolled in college, what are the effects of rural school location and college-going culture on the control structure of the college program enrolled? 4. For the public high school graduates who enrolled in college, what are the effects of rural school location and college-going culture on type of college program enrolled (two-year vs. four-year)?> 5. For the public high school graduates who enrolled in college, what are the effects of rural school location and college-going culture on full-time vs. part-time enrollment? The study used data from the HSLS:09 survey. The data was analyzed using Hierarchical Generalized Linear Modeling. This study found that the odds of attending college decreased 18.7% for rural students. There was also a 4.8% decrease in the odds of college enrollment by students from majority White high schools. School's with high mean GPA's were more likely to have students graduate from high school, enroll in college, and attend 4-year institutions. High rates of school problems negatively affected students and demonstrated decreased odds of high school graduation and college enrollment. The role of counselors had demonstrated effects on students. Schools with counseling offices that focused a high number of hours on college counseling increase the odds their students graduate would from high school and attend a 4-year institution. Students attending high schools with a college counselor dedicated to college applications were 4.30 times more likely to attend a not-for-profit institution than a for-profit institution. / Ph. D. / This study looks at the influence the high school students attend on their college going behavior. Using data from a national survey, it seeks to answer whether the high school a student attends influences their high school graduation, enrollment in college, and what type of college that student chooses to attend.

Successful recruitment and engagement of participants is essential for large-scale dissemination and implementation efforts, yet it is especially challenging in socioeconomically disadvantaged communities. This mixed-methods study is a secondary analysis of a behavioral intervention targeting Appalachian adults, and examines the effect of enrolling with others versus enrolling alone in regards to reach, engagement, retention, and behavior change, as well as perceived barriers to program participation. Further, this study explores how engagement, retention, and behavior change are influenced by social networks. Contrary to our hypothesis, using an 'enrolling with others' recruitment strategy did not improve reach, engagement, retention, or behavior change; rather, enrolling alone was associated with greater significant differences in engagement in classes (p=.042), missed class calls (p=.005), total activities (p=.001), and retention (p<.001). Qualitative responses reveal barriers to engagement by both groups of participants. Network density scores had a significant impact on participant engagement in classes (p=.001), total activities (p=.024), and retention (p<.001), and qualitative responses identified the participant's relationship to other participants had a positive impact on their enrollment and behavior change in SIPsmartER. However, these findings are limited by the small sample size and high enrollment of a worksite with a high network density and high engagement. The findings and limitations paired with the enrolling with others and social network literature suggest the need for exploration with a larger study population to better understand the impact on reach, engagement, retention, and behavior change in behavioral interventions targeting individuals from socioeconomically disadvantaged communities. / Master of Science / Successful recruitment and engagement of participants is essential for large-scale dissemination and implementation, yet it is especially challenging in socioeconomically disadvantaged communities. This mixed-methods study is a secondary analysis of a behavioral intervention targeting Appalachian adults, and examines the effect of enrolling with others (i.e., referring an individual to join) versus enrolling alone in regards to reach, engagement, retention, and behavior change, as well as participants’ perceived barriers to participation. Further, this study explores how these characteristics are influenced by participants’ social networks. Contrary to our hypothesis, enrolling with others did not improve reach, engagement, retention, or behavior change; rather, enrolling alone was associated with greater engagement in classes, missed class calls, total activities, and retention. However, participants who enrolled with others and enrolled alone identified various barriers impacting their engagement. A greater proportion of relationships within participants’ SIPsmartER social networks (i.e., participants with higher network densities) was associated with greater engagement in classes, total activities, and retention, and participants identified their relationships with other participants had a positive impact on their enrollment and behavior change. However, these findings are limited by the small sample size of the study population and the large enrollment of a worksite with a high density and high engagement. The findings and limitations paired with the enrolling with others and social network literature suggest the need for exploration with a larger study population to better understand the impact on reach, engagement, retention, and behavior change in behavioral interventions targeting individuals from socioeconomically disadvantaged communities.

abstract: This dissertation investigates the origins of dual enrollment (DE) writing courses that give students the opportunity to receive college credit for writing in high school. While no previous research dates DE programs to before the 1970s, this dissertation analyzes the development of the self-proclaimed “longest-running” DE program that began at the University of Connecticut in 1955. In this work, I contend that the University of Connecticut’s DE program began as a complacent act that further advanced already privileged (white affluent) students and further marginalized students of color, which extends marginalizing aspects of the origins of the first-year writing requirement. I first establish the historical, social, and political context for the development of DE programs at the University of Connecticut with an overview Brown v. Board of Education, whites’ resistance to integration, and the white complacency of citizens in Connecticut in the 1950s. Using whiteness theory and feminist research methods, archival research conducted at the University of Connecticut focused on the development of DE programs shows an institutional absent presence, that is, there is an absence of reference to Brown, integration, or race of students where it concerns the construction, inception, and operation of the first DE writing courses. And finally, an attempt at a disparate impact analysis of current assessment practices that determine enrollment in DE writing courses highlights access and assessment as a connection between the history and the present state of DE programs and DE composition courses. With the inclusion of DE composition, my dissertation project fills at least some of the identified gap in historical research in Rhetoric and Composition Studies during the 1950s and extends arguments of how white complacency has and continues to influence the field and first-year writing. / Dissertation/Thesis / Doctoral Dissertation English 2018