Assessing the Effect Different State Legislation Has Made upon Overall Student Engagement and Success in Dual Enrollment Huskins, Learn and Earn Online, and Concurrent Enrollment (2008) in Comparison to Career and College Promise (2012) Programs in North Carolina Community Colleges

Autor/in	Scuiletti, Frank
Titel	Assessing the Effect Different State Legislation Has Made upon Overall Student Engagement and Success in Dual Enrollment Huskins, Learn and Earn Online, and Concurrent Enrollment (2008) in Comparison to Career and College Promise (2012) Programs in North Carolina Community Colleges
Quelle	(2016), (132 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wingate University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3690-2884-3
Schlagwörter	Hochschulschrift; Dissertation; State Legislation; Educational Legislation; Dual Enrollment; Community Colleges; Comparative Analysis; Graduation; Grade Point Average; College Credits; Gender Differences; Minority Group Students; Student Participation; Success; High School Students; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Landesrecht; Bildungsrecht; Schulgesetz; Doppelstudium; Community college; Community College; Abschluss; Graduierung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Geschlechterkonflikt; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Erfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	The purpose of this study was to assess the effect that different North Carolina state legislation had upon overall student engagement and success in dual enrollment Huskins, Learn and Earn Online, and Concurrent enrollment in comparison to the later Career and College Promise (CCP) dual enrollment program within North Carolina community colleges. The questions researched in this study were the following: a. Was there a difference in completion between students who were dually enrolled in North Carolina community college programs in 2008 compared to 2012, as measured by the awarding of a certificate, diploma, or degree, three years from initial enrollment? b. Was there a difference in cumulative grade point average (GPA), total college credits earned, and total courses completed between dually enrolled students in North Carolina community colleges in 2008 compared to 2012, three years from initial enrollment? c. Was there a difference in success indicators specific to gender and minority status between dually enrolled students in North Carolina community colleges in 2008 and in 2012, three years from initial enrollment? Dual enrollment student data including student GPA, course completion rates and cumulative course completion, level of credential awarded (certificate, diploma, or degree), gender, and minority status, were retrieved from state-wide student records contained in the Data Warehouse at the North Carolina Community College System Office. Data were analyzed using a combination of chi-squared and t-test statistical tests for significance testing (Mead, 2009). The results suggest that there were higher completion rates and higher GPAs for students who participated in Career and College Promise dual enrollment over earlier programs. It appears that minority students were not negatively impacted by CCP policies, in fact, Hispanic students showed marked improvement in several areas. [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	2020/1/01