A Study of Community College Students Who Participated in a Dual-Enrollment Program Prior to High School Graduation.

<p>The purpose of this study was to examine the effects of dual-enrollment participation on students' postsecondary achievement as measured by various factors. The researcher explored an approach to learning that allows students to navigate the invisible barriers between high school and college. The population consisted of 901 students in a community college in northeast Tennessee during the fall of 2007 following high school graduation the previous academic year. Data gathered from dual-enrollment participants were compared to data of peers of comparable ability level who chose not to participate in the program.</p><p>The major findings of the study included the following: dual-enrollment participants were (a) slightly more likely to enroll full time rather than part time, (b) significantly less likely to be enrolled in remedial and developmental courses, (c) no more likely to complete the fall semester, (d) slightly more likely to complete the spring semester, (e) more likely to showcase a slightly higher fall semester grade-point average (GPA), and (f) no more likely to have a higher spring semester GPA.</p>

Name thesis:degree_name

EdD (Doctor of Education)

Level thesis:degree_level

Dissertation - unrestricted

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.issued

2008

Author dc:creator

• Sell, April Boling

• Concurrent Enrollment
• Early Entrance
• Community College
• Accelerated Learning
• Dual Enrollment
• Educational Sociology
• Social and Behavioral Sciences
• Sociology

Statement dc:rights

• Copyright by the authors.

Repository record dc:identifier

https://dc.etsu.edu/etd/2016

OAI identifier oai:identifier

oai:dc.etsu.edu:etd-3368