An Examination of Dual Enrollment Participation Rates in Pennsylvania Public High Schools

Autor/in	Chortanoff, Stephen
Titel	An Examination of Dual Enrollment Participation Rates in Pennsylvania Public High Schools
Quelle	(2022), (190 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Point Park University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-0162-3
Schlagwörter	Hochschulschrift; Dissertation; Public Schools; Dual Enrollment; High Schools; High School Students; College Credits; College School Cooperation; Socioeconomic Status; Race; Sex; Ethnicity; Student Characteristics; Pennsylvania + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Public school; Öffentliche Schule; Doppelstudium; High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Socio-economic status; Sozioökonomischer Status; Rasse; Abstammung; Geschlecht; Geschlechtsverkehr; Ethnizität
Abstract	Although Pennsylvania legislation promoted dual enrollment as a pathway to postsecondary credits, from 2017 to 2021, postsecondary enrollments declined and dual enrollment (DE) participation rates remain understudied. The purpose of this ex post facto, correlational study was to discover and examine the relationship between student demographics and school characteristics with junior and senior participation in DE in Pennsylvania public high schools during the 2020-2021 school year. RQ 1 relied on the sample of 676 public high schools, while RQ 2 and RQ 3 relied on the sample of 414 public high schools. Student demographics included economic disadvantage, English learner, gender, special education, and race/ethnicity, while school characteristics included county, Intermediate Unit, urbanicity (location locale code), school classification code, and economic disadvantage quartile. Data from the Pennsylvania Department of Education was gathered, analyzed, and interpreted to determine if any student demographics or high school characteristics were correlated to DE participation. The study yielded robust descriptive statistics for RQ 1 and statistically significant results for the student and school characteristic tested for RQ 2 and RQ 3. Non-economic disadvantage, non-English learner, female, non-special education, and White students participated at statistically significantly higher rates than their counterparts. The study initiated the process of demystifying the demographics of students and the characteristics of public high schools who participated in DE in Pennsylvania in the 2020-2021 school year. The study may assist stakeholders in identifying, understanding, and leveraging the new knowledge of any relationship between demographics and school characteristics relative to participation in DE programming. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01