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.

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Remediation has become a compensatory way for an increasing number of students to attend college. The problem addressed in this study was whether student intellectual strengths and learning style preferences were, in part, related to placement or enrollment in remediation courses. The purpose of this quantitative study was to assess whether a particular learning style or dominant intellectual strength was characteristic of freshmen enrolled in remediation courses compared to freshmen not enrolled in remediation courses. This study filled a gap in the literature as no studies have analyzed the combination of learning style preferences with dominant intellectual strengths in an American college population. Its theoretical foundations were Gardner's multiple intelligence theory and Kolb's experiential learning theory. A total of 84 participants completed a demographics survey, the Multiple Intelligence Profiling Questionnaire III, and the Learning Styles Inventory. Results from the Spearman Rho correlation indicated a significant negative correlation between logistic/mathematical intellectual strengths and enrollment in remediation. For learning style preferences, students enrolled in remediation courses were significantly more likely to identify as Assimilating learners. Students in remediation were also significantly more likely to identify as Accommodating learners in comparison to students not enrolled in remediation courses. These results suggest that the college curriculum and how it is taught could be altered to accommodate both students' strengths and strengthen weaknesses in order to facilitate higher levels of academic success, ultimately leading to higher graduation rates and better employment opportunities; these improvements might, in turn, facilitate positive changes for communities in South Florida.

While foreign language immersion programs have been increasing in number and popularity throughout the United States, their growth in the state of Utah has been particularly dramatic. Utah contains more foreign language immersion programs than any other state and is home to one-fourth of the nation's elementary school Chinese immersion programs. This descriptive study explored the reasons why parents of children enrolled in Utah's Long Hill Elementary School Chinese Immersion program chose to enroll their child. Long Hill Elementary's Chinese Immersion program is 4 years old, with over 200 children enrolled across 4 grade levels. A household survey was developed, distributed, and collected to gather data on parents' demographic and background characteristics, reasons for enrollment, and attitudes towards several statements about language learning. The survey had a 45% return rate, and more mothers than fathers filled out the survey. Survey responses revealed that the parents of children in Long Hill's Chinese program are pre-dominantly Caucasian, bilingual, holders of undergraduate or advanced university degrees, and have high incomes. When asked to explain their reasons for enrollment, parents listed factors that were Chinese-specific, including future career and educational opportunities, the growing importance of China, and the desire to preserve a heritage language. They also expressed many non-Chinese specific factors, such as the cognitive benefits of learning a second language, the desire for a challenging academic experience, as well as the belief that learning a second language would make their child more multicultural. A closer look at the differences between parents of different ethnicities, income levels, and language backgrounds suggests that this Chinese immersion program serves different purposes to different subgroups of parents. It acts as a magnet to parents outside of the school boundaries who have a specific interest in the Chinese language. However, parents inside the school boundaries more frequently (p ≤ .05) cited non-Chinese specific factors, viewing immersion as providing a more rigorous academic experience and cognitive benefits that would transfer to other school subjects. Findings from this study can inform efforts to establish successful immersion programs around the country.

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

This thesis reviews the enrollment policies and procedures for advanced and college prep classes in a central Texas school district to determine if there is fair and equitable access for all students. The paper contains two major components. The first is quantitative study of the four entrance requirements for 8th grade Algebra I Pre-AP at a central Texas middle school. The purpose of this study is to determine the necessity of these requirements by showing which if any of these prerequisites predicts the how the students will perform in Algebra I. The results have determined that only the students? scores from their 7th grade advanced mathematics course correlated well with the students? scores from their Algebra I class. The second component is a qualitative study to determine if the parents of the district?s secondary students in have sufficient knowledge of advanced courses and how to enroll their children into advanced classes when warranted or desired. The study determined that parents had insufficient knowledge of advanced courses and the districts strict enrollment policies. This paper ends with recommendations for the district on how to make advanced course more accessible for all students.

This thesis examines the effect of minimum wage changes on employment, labour force participation and schooling using Canadian provincial data for the period 1981 to 2000. This study uses two measures of schooling namely enrollment rates and continuation ratios. The analysis also includes the effect of the minimum wage on the employment and labour force participation of both teenage and adult age groups. The minimum wage variable in the regression analysis is the real adult minimum wage rate. Coverage of the minimum wage is not incorporated in the formula since minimum wage coverage is almost complete for the period being analyzed. Results show that the minimum wage has a significant negative effect on both employment and labour force participation rates for most age-sex groups studied. The effect of the minimum wage on enrollment rates and continuation ratios were insignificant for most grade and transition-sex groups with positive results observed in most cases where significant results were obtained.

The purpose of this investigation was to examine the influence of selected historical, fiscal, and organizational factors on enrollment patterns in Oregon Community Colleges during the academic years 1978-79, 1981-82, and 1984-85. Oregon was selected insofar as it is one of the few remaining states which observes the principle of local control and maintains state institutional reimbursement for five categories of enrollment, including adult self-improvement. The 13 Oregon community colleges formed between 1961 and 1971 provided the population for this study. A telephone instrument was developed to gather historical data from the president of each college. Additional information was gathered from state agencies. The data collected were analyzed using stepwise regression and the determination of simple correlation coefficients. The five dependent variables were each of the reimbursable categories of enrollment. It was hypothesized that 19 separate factors, the independent variables, could have influenced the reimbursable categories. Research findings identified the following influences upon FTE by enrollment categories: 1. instructional staffing patterns for increasing transfer and vocational preparatory; 2. presidential ratings of vocational education for increasing vocational preparatory; 3. stability of property taxpayer support for increasing transfer; 4. unsuccessful budget elections for increasing developmental education; and 5. unemployment for decreasing vocational preparatory and increasing transfer. However, none of the factors considered had an impact upon vocational supplemental and self-improvement FTE categories. In addition, the completion of this investigation demonstrated that it is possible to develop a predictive model for enrollments by category. Although a number of the factors considered did not prove to be significant, the findings from this study provided an initial research model that can be used to facilitate the examination of other factors which may influence predictive enrollment modeling by category in various settings. Further studies should include consideration of additional variables, including community characteristics and population migration rates as well as the impact of local control on enrollment trends. The following variables should be subject to continuing reexamination: President's ranking and rating of enrollment categories; the impact of budgetary elections, subject to improved methodology; state funding achievement for years when funding redistributions occur; changes of chief executive officer and changes at the division and/or department level, in comparison to changes of higher level administrators. In addition, those factors which constitute barriers placed between unemployed workers and vocational training should be closely examined. / Graduation date: 1991

This thesis examines the effect of minimum wage changes on employment, labour force participation and schooling using Canadian provincial data for the period 1981 to 2000. This study uses two measures of schooling namely enrollment rates and continuation ratios. The analysis also includes the effect of the minimum wage on the employment and labour force participation of both teenage and adult age groups. The minimum wage variable in the regression analysis is the real adult minimum wage rate. Coverage of the minimum wage is not incorporated in the formula since minimum wage coverage is almost complete for the period being analyzed. Results show that the minimum wage has a significant negative effect on both employment and labour force participation rates for most age-sex groups studied. The effect of the minimum wage on enrollment rates and continuation ratios were insignificant for most grade and transition-sex groups with positive results observed in most cases where significant results were obtained.

The purposes of this study was to investigate the junior high school students¡¦ perceptions of ¡uQuality Senior High School Program¡v and the factors of selecting senior high schools for further study. 1,112 8th and 9th graders of Pingtung County junior high schools were sampled to complete a 37 ¡V items questionnaire. Based on reliability and validity analyses, the 37 ¡V items were divided into 6 dimensions as follows: school and teachers¡¦ performances, recommendation from relatives or friends, school propaganda, personal selection factor, school activity, and the distance between home and school. The descriptive analysis, t-test, one-way ANOVA, and Logistic Regression were conducted to come to the following findings: 1. Most of the countries in the world adopt school district, in high school education and their students enroll nearby schools mostly. 2. The main purpose of promoting the Quality Senior High School Program is to make the students who have good achievements remain in local schools, and develop the school characterization. 3. The students in the north district of Pingtung County have highly approval towards Quality Senior High School Program. 4. The top three factors that influenced junior high students selecting which senior high to study are individual factors, the reputation of school and the faculties, and the transportation convenience. 5. The eighth grades and students from remote areas have higher recognition of the Quality Senior High School Program. 6. Students from different background are wide varied while making school choice. 7. Over 50% of junior high students are willing to enroll senior high schools nearby. 8. Individual factors, school activities, and distance between home and school will effectively predict the students¡¦ willingness to select neighboring senior high schools. According to the results stated above, the researcher offers several suggestions for the educational authorities, senior high schools and junior high schools in the north district of Pingtung County, hoping to be of referential value as far as related research and practice are concerned.