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The purpose of this study is to analyze the enrollment in the academic and non-academic courses taught in the senior high schools of Texas.

Enrollment management practices, principles, and administrative structure are changing the behavior of the contemporary university. Through an examination of public Carnegie Research Intensive and Extensive universities in states anticipating growth in the high school graduate population, the study seeks to provide a greater understanding of enrollment management. The theoretical lenses of institutional theory (DiMaggio & Powell, 1983), resource dependence (Tolbert, 1985), and academic capitalism (Slaughter & Leslie, 1997; Slaughter & Rhoades, 2004), are employed to develop a new view of administrative behavior in current enrollment management organizations. In depth interviews with the individuals leading enrollment efforts at selected universities identify the enrollment manager as an administrator, educator, and entrepreneur. These individuals operate in complex political environments balancing their personal educational philosophies with the needs of their universities. Comprehensive reviews of the strategic enrollment plans at study universities reveal three main goals across all institutions: maintaining financial stability, increasing student and institutional quality, and increasing student diversity. Administrative behavior shows that all three goals are not treated equally and that revenue enhancement activities are prioritized. The administrative behaviors detailed in this study suggest a new ideology related to revenue enhancement for public higher education in the United States.

Magister Educationis - MEd / This research report investigated the impact of the decrease in numbers of learners at a working class high school in Cape Town. The decrease is a consequence of the early school leaving and learner migration. / South Africa

The purpose of this study was to explore the relationship of dual enrollment course participation by comparing first-time, full-time traditional community college students who participated in dual enrollment (N=246) to peers (N=986) that did not participate. Dual enrollment participation was defined as taking one or more dual enrollment courses. The population for this study (N=1,232) included first-time, full-time students who graduated from public high schools in the service area of Northeast State Community College over a five year span from 2008 through 2012. Propensity score matching eliminated self-selection bias by controlling for confounding covariates such as parental education, high school GPA, and ACT scores. The major findings of the study included the following: dual enrollment participants (a) were nearly four times less likely to take remediation than non-participants, (b) earned approximately 1 extra credit hour in the first semesters of college, (c) earned higher first semester GPAs, (d) were 2.5 times more likely to graduate in 2 years (100% of degree time) and, (e) were 1.68 times more likely to graduate in 3 years (150% of degree time). The study concluded that dual enrollment benefits community college students in Tennessee, both at the beginning and completion of college. This is a significant justification for the current investment in dual enrollment by the State of Tennessee and for further increasing access to dual enrollment for all students, especially for students that live in rural areas, experience poverty, or are underrepresented in higher education.

The purpose of this study was to compare final grades of dual enrollment students in English Composition I (ENGL 1010) and College Algebra (MATH 1130) at VSCC. The study focused on whether students admitted to these courses using COMPASS Writing and/or Math scores are as successful as students admitted to these courses using ACT English and/or Math subscores. Additionally, the researcher examined whether there were differences related to gender and race-ethnicity for each course by entry method. Final courses grades were used to determine success. The population consisted of 4,156 dual enrollment students and was broken down into 2 groups: ACT-admitted dual enrollment students and COMPASS-admitted dual enrollment students. For this study 5,138 dual enrollment grades were used in calculations. Chi-square tests were used to determine significance in the final grades of both groups of students. The quantitative findings revealed no significant difference between ACT-admitted students and COMPASS-admitted students when comparing final grades in English Composition. There was a significant difference within the two groups when comparing final grades in College Algebra with ACT-admitted students scoring significantly higher grades than COMPASS-admitted students. Additionally, findings indicated COMPASS-admitted females scored more grades of A than ACT-admitted females in English Composition while ACT-admitted males earned more grades of A than COMPASS-admitted females. The difference was significant in College Algebra with both ACT-admitted females and males being at least twice as likely as COMPASS-admitted females and males to score grades of A. While there was no significant difference when comparing final grades between the white ACT-admitted students and white COMPASS-admitted students in English, significance did exist for the White students in College Algebra. White ACT-admitted students had significantly higher percentages of grades of A than white COMPASS-admitted students in College Algebra. Lastly, although data could not be analyzed for non-Whites in English Composition or College Algebra, when reviewing the percentages for both courses, ACT-admitted students’ A grade percentages were higher.

The purpose of this study was to determine if there was a significant relationship between students who entered a Tennessee university for the first time in the fall of 2014 who had earned either Advanced Placement (AP) or dual enrollment credit regarding their college readiness and 1-year college retention. College readiness was defined by students’ American College Testing (ACT) sub scores in English, reading, and mathematics. The Tennessee Board of Regents (TBR) regulates the minimum sub score for each sub section that a student must obtain to be deemed college ready. College retention was defined by students who enrolled at the university in the fall of 2014 and reenrolled in the fall of 2015 at the same university. The independent variables for this study were AP credits received in AP English Language and Composition, AP English Literature and Composition, AP Statistics, AP Calculus AB, AP Calculus BC, and dual enrollment credit received in any course. The dependent variables for this study were college readiness as defined by TBR and fall-to-fall retention. A series of chi-square tests of independence were performed to examine the differences in college readiness and fall-to-fall retention between students who had earned AP or dual enrollment credit and those students who had not. The quantitative findings revealed that there is a significant relationship between students who enroll in their first college year with AP English or math credit or dual enrollment credit and first year retention rates when compared to students who do not reenroll with AP English or math credit or dual enrollment credit. There was found to be no difference in students who enrolled with AP English or math credit and students who enrolled with dual enrollment credit regarding their fall-to-fall retention rates. It was also found that AP English credit increased the likelihood that a student would be deemed college ready in both English and reading based on TBR determinations of college readiness. Credit in an AP mathematics course also increased the likelihood that a student would be deemed college ready in math based on TBR determinations of college readiness.

In 2007, the Seamless Alignment and Integrated Learning Support (SAILS) program was implemented on a small scale at both Chattanooga State Community College (ChSCC) and Cleveland State Community College (CSCC) with the primary focus of implementing college remediation methods with area high school students during their senior year (ChSCC, n.d.). In cooperation with Governor Bill Haslam’s “Drive to 55” initiative within the State of Tennessee, the SAILS program expanded in 2013 to include 13 community colleges across Tennessee and has been touted as a possible solution to reducing the number of incoming college freshman who are required to participate in college remediation (Drive to 55 Alliance, 2016). The purpose of this study was to examine the student enrollments, withdrawals, final grades, and course completions as well as the gender and ethnicity of the SAILS versus Non-SAILS students who enrolled in the Math 1530, Probability and Statistics, course at one of six rural or urban community college campus locations at one community college in East Tennessee. The intent of the study was to provide additional insight regarding whether the SAILS program produces comparable student outcomes when compared to the Non-SAILS program students and whether the SAILS program adequately prepares the high student academically for a college level math course. This study included 833 students (349 SAILS and 484 Non-SAILS) at both rural and urban campus locations enrolled in Math 1530, Probability and Statistics. In general, the SAILS students performed comparably to the Non-SAILS students academically, although the proportion of Non-SAILS students overall tended to be higher in most comparisons. Gender was found not to vary significantly within the SAILS and Non-SAILS students, however race and ethnicity was highly skewed with 95% of students being White-Non-Hispanic. This study provides information regarding the effectiveness of the SAILS program and offers insight into how high school students may perform in a college-level math course upon completion of the SAILS program.

The purpose of this study was to examine whether variations in student achievement in college courses exist between high school students who took the courses as dual enrollment (DE) courses and academically comparable high school students (AIMS scholars) who took the courses upon matriculation to college. Additionally, the researcher explored whether differences exist in DE course grade for students by course environment (online, face-to-face at a high school, or face-to-face at a college.) The researcher used final course grades as determinants of student achievement. The study focused on DE student and AIMS scholar grades in English 111, Biology 101, Math 163, and History 101 courses that were taken between the 2009-2010 and 2013-2014 school years at a community college in Southwest Virginia. The population consisted of 429 AIMS scholars and 2,015 DE students. For this study 3,639 DE student grades and 706 AIMS student grades were used in calculations. The dependent variables in this study were final course grades; the independent variables were DE participation and course delivery environment. Welch’s t tests were used to examine the variations in final grades for DE and non-DE students; ANOVA procedures were used to examine variations in final course grades for DE courses based on delivery environment.