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A phenomenological study exploring GEAR UP students’ perceptions of post-secondary preparedness.
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Assessing the Relationship Between Adverse Childhood Experiences and Academic Performance: A Systematic Review ...
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OER in University Language Courses
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In: World Languages and Literatures Faculty Publications and Presentations (2022)
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Decoding the 1920s: Teaching Advanced Russian in a Literature Class
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In: World Languages and Literatures Faculty Publications and Presentations (2022)
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Managing students’ non-canonical approaches to solving equations: Linguistic resources teachers use to respond to students’ mathematical work ...
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Writing Competence and Grammatical Errors of the Written Discourses of HUMSS 11 Students ...
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Writing Competence and Grammatical Errors of the Written Discourses of HUMSS 11 Students ...
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Writing Competence and Grammatical Errors of the Written Discourses of HUMSS 11 Students ...
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Relationships Between Dual Enrollment Parameters, College Completion, and Time to Completion at Tennessee Community Colleges
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In: Electronic Theses and Dissertations (2022)
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Abstract:
The purpose of this non-experimental quantitative study was to evaluate the relationships between completion of high school dual enrollment courses and subsequent success of first-time, full-time community college students as measured by completion of an associate degree and the time it took to complete the degree. In addition to comparing dual and non-dual enrollment student performance, the effects of the number of dual enrollment courses completed and the subject areas of those courses was evaluated. Student subgroups reviewed included gender, race, socioeconomic status, and prior academic preparation (ACT score). The focus of this study was all first-time, full-time students at TBR community colleges in the fall semesters of 2015, 2016, 2017, and 2018 who had graduated from a Tennessee high school in the 12 months prior to college enrollment. Archival data from Tennessee community colleges used in this study included 62,644 students across the four years (2015-2018) comprising 11,949 dual enrollment students and 50,695 non-dual enrollment students. Eleven research questions were answered from these data utilizing independent samples t tests, two-way contingency tables using crosstabs, Pearson correlations, or descriptive statistics. Findings revealed that completing just one dual enrollment course significantly increased the probability of completing an associate degree, and this finding was consistent across all subgroups studied. In addition, dual enrollment students completed associate degrees in significantly fewer semesters. Completing more dual enrollment courses tended to further increase the probability of completing a degree and further reduce the time to completion. Students completing all dual enrollment courses in communications were generally more likely to complete an associate degree than students completing all courses in other subject areas, and students completing all courses in non-general education were generally less likely to complete a degree.
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Keyword:
ACT; associate degree; dual enrollment subject; gender; Higher Education; race; Secondary Education; socioeconomic status
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URL: https://dc.etsu.edu/etd/4027
https://dc.etsu.edu/cgi/viewcontent.cgi?article=5545&context=etd
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“Our Brokenness Kind of Connects Us”: Exploring Social Justice Topics Through Read-Alouds in a Ninth-Grade Classroom
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Error Analysis of Preservice Secondary Mathematics Teachers’ Proof Writing
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In: Georgia Southern University Research Symposium (2022)
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Preparing for multiculturalism: An analysis of the perceived preparedness of pre-service teachers for teaching in diverse classrooms
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In: Honors College Theses (2022)
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The mediating role of parents and school in peer aggression problems ; Posredniška vloga staršev in šole pri vrstniškem nasilju
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In: CEPS Journal 12 (2022) 1, S. 169-188 (2022)
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Socioeconomic Status, English Exposure and CLIL Motivation in High and Low Exposure CLIL Groups
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Managing students’ non-canonical approaches to solving equations: Linguistic resources teachers use to respond to students’ mathematical work
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The Language of Power: An Investigation of How the Macropolitics of Education Policy Affects the Micropolitics of Schooling English Learners
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In: Theses and Dissertations--Education Sciences (2022)
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How Do Latino Students Fare in Massachusetts Charter Schools?: An Analysis of Student Outcomes, Enrollment, Teacher Preparation, and Discipline Across 10 Districts
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In: Lorna Rivera (2022)
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