Dual enrollment programs: a comparative study of high school students' college academic achievement at different settings

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dc.contributor.advisorRandall Bowden
dc.contributor.advisorKamier Kouzekanani
dc.contributor.authorFlores, Agnes L
dc.date.accessioned2013-02-28T23:10:02Z
dc.date.available2013-02-28T23:10:02Z
dc.date.issued2012-11-13
dc.description"A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership."en_US
dc.description.abstractThe ex post facto causal-comparative study examined the academic achievement of high school students who took their dual credit English or mathematics college credit-bearing course in two different environments, namely, the college setting and the high school setting. Due to non-experimental nature of the study, no causal inferences were drawn. The non-probability sample consisted of 428 students who had taken the English dual credit course of which 342 were off-campus and 86 had taken the course on campus. There were 82 students who had taken the mathematics dual credit course of which 25 were off-campus students and 57 had taken the course on campus. The English and mathematics achievement grades were treated as ordinal data and Mann-Whitney U test showed that group differences on the basis of outcome measures were not statistically significant. The results suggest that when each setting adheres to the rigor of dual credit program standards, academic quality is maintained, academic achievement is comparable between students in the two settings, and college level learning is achieved.en_US
dc.description.collegeCollege of Education and Human Developmenten_US
dc.description.departmentEducational Leadership, Curriculum & Instructionen_US
dc.identifier.urihttp://hdl.handle.net/1969.6/414
dc.language.isoen_USen_US
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.en_US
dc.subjectcommunity collegeen_US
dc.subjectdual crediten_US
dc.subjectdual enrollmenten_US
dc.subjectenglish dual crediten_US
dc.subjecthigh school dual crediten_US
dc.subjectmathematics dual crediten_US
dc.titleDual enrollment programs: a comparative study of high school students' college academic achievement at different settingsen_US
dc.typeTexten_US
dc.type.genreDissertationen_US
thesis.degree.disciplineEducational Leadershipen_US
thesis.degree.grantorTexas A & M University--Corpus Christien_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Educationen_US

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