Although students have more opportunities than ever before to participate in advanced academic programs while in high school, it is unclear whether this has affected their ability to succeed in college. To determine what impact the students' experiences in Advanced Placement (AP) and dual credit coursework had on their level of college and career readiness (CCR), students were asked to recall what factors influenced their ability to succeed in postsecondary education and describe what information is most beneficial for students as they select their academic pathways. This phenomenological qualitative study gathered data from students that had recently graduated from two high schools in a rapidly growing, suburban school district. Participants in the study reported that the most common benefits from advanced academic programs included more challenging expectations and learning how to navigate the various logistics of postsecondary education. By examining these students' perspectives, the findings from this study may positively influence policy and practice by increasing the likelihood that students are adequately prepared for college and have the ability to succeed at the collegiate level. Continued examination of student experiences in postsecondary education is imperative for improving CCR and may provide more insight into what factors inhibit student success after they graduate. Data collected from a more inclusive sample of participants or perhaps longitudinal data following a cohort through the transition from high school to college could help ensure that educators are able to adequately prepare students for life beyond high school.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc2137669 |
| Date | 05 1900 |
| Creators | Doty, Rachel A. |
| Contributors | Pazey, Barbara, Waddell, Stephen, Rinn-McCann, Anne, Spicer, Kim |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Doty, Rachel A., Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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