Browsing by Subject "Dual credit"
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Item College credit in high school : an examination of the impact of dual credit on college success and completion in Texas(2015-05) Garbee, Kelty T.; Saenz, Victor B.; Sharpe, Edwin Reese; Gooden, Mark; Lincove, Jane; Eklund, JulieDual credit, which allows students to simultaneously earn high school and college credit for the same course, is widely-implemented across the country. Dual credit is thought to promote student success in higher education. However, there is limited research on whether dual credit courses taken in high school positively influence college-level outcomes. Using Ordinary Least Squares and Logistic analysis to control for student background characteristics, this study examines the relationship between dual credit and student success in college, specifically freshman grade point average and college graduation. The study examines an existing dataset from the Texas Higher Education Coordinating Board that includes approximately 35,870 students. Results suggest that dual credit positively influences college outcomes.Item Differences in Student Success as a Function of Dual Credit Enrollment for Texas Community College Students: A Multiyear Investigation(2017-03-30) Dixon, Dorothy Brown; Slate, John R.; Moore, George W.; Lunenburg, Frederick C.; Barnes, WallyPurpose The purpose of this journal-ready dissertation was to examine dual credit enrollment with respect to student demographic characteristics and to student success of Texas community college students. The first purpose was to describe the demographic characteristics with respect to gender and ethnicity/race of Texas community college students who completed a dual credit course while in high school. A second purpose was to analyze the extent to which differences were present in first semester GPAs by ethnicity/race and gender of Texas community college students who previously completed a dual credit course while in high school. Finally, a third purpose was to ascertain the degree to which differences were present in the second semester GPAs as a function of ethnicity/race and gender of Texas community college students who previously completed a dual credit course while in high school. Method A descriptive research design was used in the first article and a causal-comparative research design was present in the second and third articles in this journal-ready dissertation. Archival data, from a Texas community college district’s Institutional Research Division, were analyzed for the 2012-2013, 2013-2014, and the 2014-2015 academic years. Variables that were analyzed were: dual credit enrollment status, gender; ethnicity/race, first semester GPA, and second semester GPA. Findings With respect to the demographic characteristics of students who had completed a dual credit course while in high school, almost two thirds of the community college students were females. White and Hispanic students constituted the two ethnic/racial groups with the highest percentages of students who had completed a dual credit course while in high school. Of note was the very low percentage of Black students who had completed a dual credit course while in high school. Regarding first semester GPAs and second semester GPAs, with few exceptions, students who had completed a dual credit course while enrolled in high school had statistically significantly higher GPAs than their counterparts who had not completed a dual credit course while enrolled in high school. These results were consistent across all three academic years. Implications for policy and for practice were made, along with recommendations for future research.Item The dual credit teaching experience on high school and college campuses from the perspective of community college faculty(2012-05) Hinds, David Meade; Roueche, John E.; Ellis, Martha M.; Reddick, Richard J.; Holme, Jennifer J.; Eastin, Matthew S.Hundreds of thousands of students earn credit toward both high school and college each year through dual credit programs. This research project used qualitative methods to elicit the story, the shared reality, of faculty who spend their time with these students. It is an important story to tell as legislators, community college and public school administrators, parents, and students are motivated to see these programs not only continue, but grow. System influence diagrams (SIDs) depicting the dual credit teaching experience on high school and college campuses were developed for two separate groups of community college faculty. The models were used for comparing the high school and college dual credit teaching environments. The results of this study support other research, suggesting there are important differences between the high school and college environments when teaching dual credit students. From an overall perspective, faculty found the community college campus environment superior to teaching on the high school campus for reasons related to facilities and technology, a sense of belonging in the larger organization, and the integration of dual credit students into a more traditional college environment.