The purpose of the study is to better understand the extent to which dual credit contributes to increased access and participation in college. As an initiative to facilitate the transition from high school to college for many students, dual credit has grown in scale and popularity in Ontario in recent years. By giving participating students credit towards both secondary school and college, dual credit is seen as a particularly effective mechanism in assisting disengaged students and groups under-represented in postsecondary education achieve success in high school and college. Still at an early stage of implementation in Ontario, little formal research has been conducted to explore the elements contributing to the program’s success and the benefits and outcomes for participants. Through the use of mixed methods of research, the study explores from a case study perspective the experience of dual credit at a single Ontario college in collaboration with its local partner school boards. Research methods include examination of student grades, policy and program documentation; student and parent surveys; and interviews with staff involved in planning and delivery. The analysis is informed by conceptual frameworks of student change allowing for consideration of a broad range of variables. Results of the study revealed that dual credit was deemed to be a success by students, parents and staff involved with the programs. Dual credit was viewed as particularly effective in terms of academic benefits and creating a greater awareness of college, contributing to student confidence and leading to increased likelihood of college participation. Dual credit participants were found to be primarily middle achievers academically, tended to perform better in dual credit courses than in high school, and obtained slightly higher grades than college peers in the same courses. Given the program delivery models studied, it was concluded that middle achievers were likely to benefit most. The study also concluded that student characteristics including pre-existing confidence and motivation should be considered an important element of success along with program elements and institutional factors. As an innovative program demonstrating positive results, more research should be done to assist in developing dual credit further.

The purpose of the study is to better understand the extent to which dual credit contributes to increased access and participation in college. As an initiative to facilitate the transition from high school to college for many students, dual credit has grown in scale and popularity in Ontario in recent years. By giving participating students credit towards both secondary school and college, dual credit is seen as a particularly effective mechanism in assisting disengaged students and groups under-represented in postsecondary education achieve success in high school and college. Still at an early stage of implementation in Ontario, little formal research has been conducted to explore the elements contributing to the program’s success and the benefits and outcomes for participants. Through the use of mixed methods of research, the study explores from a case study perspective the experience of dual credit at a single Ontario college in collaboration with its local partner school boards. Research methods include examination of student grades, policy and program documentation; student and parent surveys; and interviews with staff involved in planning and delivery. The analysis is informed by conceptual frameworks of student change allowing for consideration of a broad range of variables. Results of the study revealed that dual credit was deemed to be a success by students, parents and staff involved with the programs. Dual credit was viewed as particularly effective in terms of academic benefits and creating a greater awareness of college, contributing to student confidence and leading to increased likelihood of college participation. Dual credit participants were found to be primarily middle achievers academically, tended to perform better in dual credit courses than in high school, and obtained slightly higher grades than college peers in the same courses. Given the program delivery models studied, it was concluded that middle achievers were likely to benefit most. The study also concluded that student characteristics including pre-existing confidence and motivation should be considered an important element of success along with program elements and institutional factors. As an innovative program demonstrating positive results, more research should be done to assist in developing dual credit further.

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This doctoral dissertation intends to contribute to an understanding of the experiences of Mexican American students in a high school to college transitional program and how their culture influences their writing. The transitional program used for the study was located at a community college in the Southwest. This qualitative study incorporated the research instruments of interviews and writing samples using discourse analysis. From the results of this study, several themes emerged and demonstrated how both cultural and social capital are significant in these students’ experiences as they participate in the transitional high school to college program. Research has asserted the high rates of Mexican American students dropping out of school and not completing higher education. This study will enable us to help reduce the current rate of attrition and help students complete their higher education. This study’s findings have implications for the field of adult education because they provide a lens to understand the importance of cultural and social capital as they relate to adult students learning in the classroom.

Pursuing higher education after high school is a common practice in the United States, and for many individuals this process is expected. However, students in historically underrepresented communities still have a substantially harder time transitioning from high school to college, and there are currently an increasingly broad range and scope of college preparation programs that address this issue. This report examines how social and cultural capital frameworks highlight and explore the different aspects of a student’s life that can affect whether he/she is able to access college-related resources. Using these general constructs, this report attempts to illuminate elements that are currently missing in existing programs, and highlight current successful transition programs. / text

No description available.