A Study of Early College High School Students' Persistence towards Attaining a Bachelor's Degree

Autor/inn/en	Garcia, Narciso; Jones, Don; Challoo, Linda; Mundy, Marie-Anne; Isaacson, Carrie
Titel	A Study of Early College High School Students' Persistence towards Attaining a Bachelor's Degree
Quelle	In: Research in Higher Education Journal, 34 (2018), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-3432
Schlagwörter	High School Students; College Bound Students; Academic Persistence; Mixed Methods Research; Student Records; Time Factors (Learning); Grades (Scholastic); Hypothesis Testing; Semi Structured Interviews; Educational Attainment; Bachelors Degrees; Predictor Variables; Predictive Validity; College Credits; Texas + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerakte; Notenspiegel; Hypothesenprüfung; Hypothesentest; Bildungsabschluss; Bildungsgut; 'Bachelor''s degrees'; Bachelor-Studiengang; Prädiktor; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung
Abstract	This mixed methods study involved a two phase analysis of how Early College High Schools influence students who graduate with <19 college credit hours, 20-39 college credit hours, or >40 college credit hours in obtaining a Bachelor's Degree. The research incorporated an explanatory sequential mixed methods design that involved collecting quantitative data, then explaining the results with in-depth qualitative data. In the quantitative phase of the study, data from the National Student Clearinghouse (NSC) was examined to determine whether or not Early College High School students graduating with <19 college credit hours, 20-39 college credit hours, or >40 college credit hours are persisting in college or the university. This data was collected on ECHS graduates from an ECHS District in the Lower Rio Grande Valley (LRGV). Results indicated that students completing less than (19) hours of ECHS were less likely to complete college. Conversely, those completing more than (19) hours of ECHS coursework were more likely to complete college. Qualitative analysis involving in-depth interviews with (6) students identified six themes related to college completion for ECHS students. Those six themes were: relationships, family, service to others, college ready, persistence and support. This research will assist educational leaders by providing them with planning data that will assist them in scaling up college opportunities for all students, especially those who might not be provided the opportunity to enroll in a college class due to being a student of color, an English Language Learner, At-Risk, Economically Disadvantaged and a First Generation College student. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01