Date of Award
Doctor of Education (EdD)
Curriculum, Instruction, and Leadership
This study examined the relationship between dual enrollment participation in high school and successful transition to post-secondary institutions for first year students. The sample consisted of a random sample of first-time students enrolled at four-year, two-year, and technical colleges in North Louisiana.
Participants completed the National Alliance of Concurrent Enrollment Partnerships First Year Out Student Survey. The results were analyzed based on characteristics such as ethnicity, gender, socio-economic status, School Performance Scores (SPS) of high school attended, ACT scores, high school cumulative grade point average, first term postsecondary grade point average, and type of postsecondary institutions selected by dual enrollment participants. Students rated experiences in dual enrollment programs for skill improvement in writing, speaking, and study skills, as well as academic preparedness, realistic expectations, and confidence levels. Postsecondary first term grade point avenges were utilized as a measure of academic preparedness and successful transition from high school to postsecondary program.
The data was analyzed using a one-way Analysis of Variance (ANOVA). A step-wise multiple regression was performed in order to identify the most influential factors in student success. Variables found to have significant relationships to first-term grade point avenges were high school cumulative grade point average, ACT score, and type of postsecondary institution selected. An inverse relationship was discovered to exist with student self-reported ratings of improvement of study skills. Other identified variables did not produce significant results in relation to first-term postsecondary success.
Barker, Marby S., "" (2010). Dissertation. 460.