Title:
Dual enrollment and its impact on the college access and persistence of students of color
Author:
Kimberly Smith Ferguson
Thesis Advisor:
Stephanie Savick
Committee Member:
Rachel E. Durham
Degree Granting Institution:
Notre Dame of Maryland University--School of Education
Place:
Baltimore (Md.)
Publisher:
Notre Dame of Maryland University
Date Created:
2022
Type of Resource:
text
Genre:
thesis
Language:
eng
Format:
application/pdf
Physical Form:
electronic
Digital Source:
born digital
Abstract:
The purpose of this quantitative study was to determine if utilizing dual enrollment participation as an academic integration strategy would lead to college enrollment and persistence for African American and Hispanic students. In the last five decades, many states and postsecondary institutions across the United States have turned to dual enrollment programs as a solution to encourage transitions to college after high school (Miller et al., 2017). There is compelling research connecting dual enrollment participation to student success with college enrollment and persistence; however, investigation was needed to explore whether dual enrollment impacts college enrollment and persistence for African American and Hispanic students, specifically, across the nation. Tinto’s Student Integration Model and Gorski’s Equity Literacy Framework were used as frameworks to support the study and interpret the results. Participation in dual enrollment programs was evaluated using the most recent national database, the High School Longitudinal Study of 2009 (HSLS:09). The HSLS:09 followed a cohort of more than 23,000 students from the fall of 9th grade through the spring of 2012 (anticipated 11th grade), spring of 2013 (anticipated graduation), and spring of 2016 (postsecondary education). This study utilized descriptive statistics and regression procedures in the Statistical Package for the Social Sciences (SPSS) to test regression coefficients for statistical significance (α = .05) and generate the results of this analysis. Data analysis began with descriptive statistics to explore student characteristics and produce a profile of the sample population. The profile included race, gender, socioeconomic status (SES), high school cumulative GPA, and participation in dual enrollment courses. The results, using a national database suggest that the use of dual enrollment as a student integration strategy for African American and Hispanic students impacts enrollment and persistence in college.
Subject:
Electronic dissertations
Degree:
Doctor of Philosophy
Level:
Doctoral
Discipline:
Instructional Leadership for Changing Populations
Restrictions on Access:
Author has given permission to make this work available online.
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Identifier:
FergusonK-22
