Understanding Dual Credit Programs: Perspectives from Faculty, Staff, and Administrators

Autor/inn/en	Garcia, Hugo A.; Eicke, Dustin; McNaughtan, Jon; Harwood, Yvonne
Titel	Understanding Dual Credit Programs: Perspectives from Faculty, Staff, and Administrators
Quelle	In: Community College Journal of Research and Practice, 44 (2020) 8, S.584-594 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2019.1626301
Schlagwörter	Dual Enrollment; College Credits; High School Students; School Personnel; Teacher Attitudes; Administrator Attitudes; Barriers; Low Income Students; Student Costs; Advanced Placement; Program Effectiveness; Program Administration; Institutional Role; Socioeconomic Background; Access to Education; Student Characteristics; Parent Participation; Maturity (Individuals); Disproportionate Representation + Suchen Sie Ihr Suchwort? Doppelstudium; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulpersonal; Lehrerverhalten; Studienkosten; Sozioökonomische Lage; Education; Access; Bildung; Zugang; Bildungszugang; Elternmitwirkung; Reifung
Abstract	Research on dual credit (DC) programs highlights the benefits including enhanced post-secondary access, higher GPAs, lower remediation, increased persistence, and higher graduation rates. Most of this work focuses on students, analyzing local, state, and federal data. The purpose of this study is to present the perspectives of high school support staff, faculty, and administrators regarding student access to and utilization of DC programs. Findings indicate that despite programs to support low SES students, cost is still perceived as a significant barrier for low-SES students. In addition, there is an existing conflict between advanced placement (AP) and DC courses, and respondents discuss perceived issues of the academic and social development of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01