<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.

Thesis advisor: Paul Cichello / Initially launched as a pilot program in 1996 by the World Food Program (WFP) at the request of the Government of Malawi (GoM), the School Meals Program (SMP) reached approximately 642,000 primary school children by 2011. According to the WFP, the objectives of the SMP are: 1) reduce drop out rates; 2) promote regular attendance; 3) increase enrollment; and 4) improve children’s ability to concentrate and learn, through food provision (WFP, 2010). Given these aims, this paper aims to determine if Malawi’s SMP affects the primary enrollment rate or attendance as measured as an impact on temporary withdraws. By applying a propensity score matching (PSM) model to the Third Integrated Household Survey data from 2010-2011, the estimation of the impacts will aim to mitigate selection bias using historic enrollment and other covariates, which include WFP selection criteria and theory-based community and political characteristics. Using three different matching techniques, the model predicts that the SMP has no impact on primary enrollment and a statistically insignificant, but positive impact on attendance, here measured as a decrease in temporary withdraws. Explanations for these atypical results include the presence of exclusion errors, which were found in the pilot evaluation, model misspecification, and the lack of social desirability bias in my measures. Further research is needed to determine the extent to which previous results have been biased by Hawthorne effects or social desirability bias. Given the potential of the temporary withdraws for highlighting a positive impact of the program, further studies should include this measure as a potential outcome of any SMP program, especially in agrarian economies. / Thesis (BA) — Boston College, 2015. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Economics.

The purpose of this study was to determine the reasons why students did not enroll at Utah State in the fall quarter of 1978 when they had listed the university as their first choice among institutions to attend. An equally important purpose was to determine whether or not there were differences in the personal characteristics of the enrolled and nonenrolled groups. Both students who entered U.S.U. in the fall quarter of 1978 and those who failed at that time to enroll served as samples for the study. A random sample of 150 students per group, 300 students altogether, was employed toward a determination of the specific reasons why students did not enroll. Both enrolled and nonenrolled students were mailed an identical questionnaire requesting reasons for enrollment or nonenrollment, depending on the student's circumstance. A third purpose was to use the results to develop recommendations which may help increase the percentage of applicants who become U.S.U. students. This study discovered differences between students enrolled at Utah State University and those not enrolled with respect to factors which might have influenced their decision to attend/not attend Utah State University. Differences between the two groups were found for the variables "printed materials and letters from U.S.U.", "campus visit", "major field of study", "social environment", "rank in graduating class" and "item influencing most their decision to attend/not attend U.S.U.". Differences between the two groups were found, also for the variables "finances", "recommendations", and "proximity to home". Various suggestions with respect to Utah State's recruitment and enrollment policies have been offered. It would appear to be in Utah State's best interest to have prospective students visit the U.S.U. campus as well as have the student's parents involved in the college decision-making process. It is recommended that prospective U.S.U. students be informed of financial aid applications and procedures as well as hear the recommendations of individuals who have had previous contact with Utah State University. It is suggested that the housing office of U.S.U. develop pamphlets, brochures, and other such information to be distributed to prospective students who will be living away from home when attending college.

The primary purpose of this study was to examine how teachers, parents, and students viewed their charter school as effective when effectiveness was defined by the following 11 characteristics: (a) instructional leadership, (b) clear mission, (c) safe and orderly environment, (d) positive school climate, (e) high expectations, (f) frequent monitoring, (g) basic skills, (h) opportunities for learning, (i) parent and community involvement, (j) professional development and (k) teacher involvement. Two exemplary open-enrollment charter schools in Texas were used in this study. All 24 teacher, parent, and student participants completed a questionnaire that addressed characteristics analyzed for each group. The 72 participants in this quantitative study were randomly chosen to respond to items on the School Effectiveness Questionnaire developed by Baldwin, Freeman, Coney, Fading, and Thomas. Data from the completed questionnaires were reported using descriptive statistics and frequency data. Major research findings for the study were as follows: 1. There was agreement among teachers, parents, and students regarding 5 characteristics. These characteristics were: (a) safe and orderly environment, (b) positive school climate, (c) high student expectations, (d) frequent student assessment, and (e) monitoring of achievement and basic skills. 2. Teachers and parents agreed their school demonstrated effective instructional leadership, a clear and focused mission, and a maximized opportunity for learning. On the other hand, students were uncertain their school provided maximum opportunities for learning. 3. Only parents and students were in agreement concerning the parental involvement in their school. In contrast, teachers were uncertain their school provided parent and community involvement. 4. Teachers were also uncertain their school provided strong professional development and included them in the decision-making process for the school.

As exposure to college becomes increasingly integral to individual growth and societal economic vitality, the delay of postsecondary enrollment may be undertaken at a cost to both the individual and society. In addition, this delay represents a rupture in an ideally seamless P-16 educational continuum. Using a combined model of college choice adjusted to account for immediate versus delayed enrollment as well as persistence and graduation, this study addressed whether a student’s postsecondary enrollment delay may contribute to his or her persistence or inability to persist once enrolled in college. To this end, a unique dataset was constructed to reflect student profiles from high school through college and was used to analyze the college-going behaviors of the 2004 cohort of Texas public high school graduates, as well as their participation in the workforce. Descriptive statistics were assembled to characterize immediate enrollers in contrast to delayed enrollers, especially in regard to demographic characteristics and academic preparation. The role of delay in college persistence was measured through the undertaking of eight logistic regression models that accounted for the role of demographic characteristics, academic preparation, and higher education institutional choice, along with the delay factor, on persistence. Findings revealed that students considered at-risk and who are from minority groups are likely to delay enrollment. As well, students who are less academically prepared are overrepresented among delayers. The results of the logistic regression models reveal, moreover, that whatever disadvantage these particular groups experienced in regard to enrolling in postsecondary education, it may have been exacerbated by their delayed enrollment: delayers, in all models, were less likely to persist in college once they enrolled. For the policymaker, educator, or P-16 administrator, this study underscores the need to ensure that students’ academic careers receive early and frequent intervention, in case they decide they wish to enroll in college after graduation. Groups that lack certain types of social capital that facilitate access to postsecondary education ought to be provided appropriate counseling. Above all, the study highlights that access to college is simply not enough if college completion is as important as college enrollment. / text

This study examined the work experiences of individuals who perform recruitment activities for the California State University. Based at four campus settings, the objectives were to: 1) analyze the ways in which professionals regard and enact system-wide and institutional enrollment management policies; 2) explore their professional orientations in regards to college access; and 3) examine the congruence of system-wide and institutional formal policy and the perspectives of different groups of professionals.The analysis centered on two levels, the institutional and the ground level perspective. The principal data sources that informed the study were interviews and campus level and system-wide documents. To frame the data gathering and analysis, two theories were used to understand the perspectives of the set of professionals; the study modified the classic conceptualization of `street-level bureaucrats' (Lipsky, 1969) and latent social roles of professionals (Gouldner, 1954). For the broader organizational perspective, the study relied on institutional theory and academic capitalism in the new economy to offer context to the university's move to enrollment management. Findings indicate that professionals varied in how they enacted recruitment practices depending on the institutional context. So, while enrollment management practices are being implemented at the Cal State system, the extent to which the actions were strategic was dependent on the campus environment and the priorities of that university.

Thesis (M.A.)--Rowan University, 2007. / Typescript. Includes bibliographical references.

Thesis (M.S.)--Boston University

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