A Longitudinal Analysis of Outcomes Associated with Ohio's Postsecondary Enrollment Options Program [Konferenzbericht] Paper presented at the Annual Forum of the Association for Institutional Research (51st, Toronto, Ontario, May 21-25, 2011).

Autor/inn/en	Geise, Mary Jo; Knight, William E.
Institution	Association for Institutional Research
Titel	A Longitudinal Analysis of Outcomes Associated with Ohio's Postsecondary Enrollment Options Program [Konferenzbericht] Paper presented at the Annual Forum of the Association for Institutional Research (51st, Toronto, Ontario, May 21-25, 2011).
Quelle	(2011), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Higher Education; Dual Enrollment; Statistical Analysis; Access to Education; Longitudinal Studies; Academic Ability; Student Motivation; College Readiness; Majors (Students); Student Participation; Influences; Sex; Ethnicity; Academic Achievement; Family Characteristics; School Holding Power; Ohio + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Doppelstudium; Statistische Analyse; Education; Access; Bildung; Zugang; Bildungszugang; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulische Motivation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Influence; Einfluss; Einflussfaktor; Geschlecht; Geschlechtsverkehr; Ethnizität; Schulleistung
Abstract	Dual enrollment programs, once created for the most advanced students, are now seen as a way to provide an accessible and affordable bridge to postsecondary education for a broader range of students. Research on the outcomes of such programs has been limited in scope and exists for only a few states. This quantitative study used Astin's I-E-O Model as the conceptual framework to analyze 10 years of postsecondary data from Ohio. Outcomes of traditional-aged students enrolled in the state university system who participated in Ohio's Postsecondary Options Program (PSEOP) were compared with students of similar academic ability who did not participate in this program. Key findings centered on attributes which were significantly related to PSEOP participation and outcomes to which PSEOP participation was a significant contributor. Gender, ethnicity, academic performance, and family characteristics were all related to the decision of whether or not to participate in PSEOP. Students that did participate in PSEOP showed this experience as a significant factor in choosing certain majors and had a statistically significantly shorter time-to-degree completion than those students who did not participate in PSEOP. Results from this study provide areas where participation in PSEOP could be improved to widen the access of higher education to a larger pool of students. (Contains 11 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10