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The effect of prior high school dual...

Stansberry, Douglas E.

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The effect of prior high school dual enrollment course completion and access equity on first generation college attending students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effect of prior high school dual enrollment course completion and access equity on first generation college attending students./
Author:	Stansberry, Douglas E.
Description:	109 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
Subject:	Education, Secondary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3588489
ISBN:	9781303266232

The effect of prior high school dual enrollment course completion and access equity on first generation college attending students.
Stansberry, Douglas E.

The effect of prior high school dual enrollment course completion and access equity on first generation college attending students. - 109 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ed.D.)--University of Nebraska at Omaha, 2013.

Cumulative college grade point average, ratios of college credits earned to college credits attempted and persistence from one year in college to the next are impacted by the presence of dual enrollment credits earned by students while in high school. The groups analyzed in this study were first generation college attending minority and majority students who completed dual enrollment credits while in high school and attended the same university. The groups compared in this study were minority students who completed three to five dual enrollment credits while in high school ( n = 19), majority students who completed three to five dual enrollment credits while in high school (n = 30), minority students who completed six or more dual enrollment credits while in high school ( n = 19), and majority students who completed six or more dual enrollment credits while in high school (n = 28). The results indicated that first generation minority students with six or more dual enrollment credits earned performed significantly better than majority students with three to five dual enrollment credits in cumulative end-of-first year grade point average, and end-of-first year ratio of college credits earned to college credits attempted, and were significantly more frequent in matriculating to a second consecutive year of postsecondary education at the same university. The data analysis suggested no significant differences between any of the four groups in cumulative end-of-second year grade point average, end-of-second-year ratio of college credits earned to college credits attempted, and frequencies between groups in the matriculation to a third consecutive year of postsecondary education at the same university.

ISBN: 9781303266232Subjects--Topical Terms:

539262
Education, Secondary.

The effect of prior high school dual enrollment course completion and access equity on first generation college attending students.
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245 1 4 $a The effect of prior high school dual enrollment course completion and access equity on first generation college attending students.
300 $a 109 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
500 $a Adviser: Jeanne L. Surface.
502 $a Thesis (Ed.D.)--University of Nebraska at Omaha, 2013.
520 $a Cumulative college grade point average, ratios of college credits earned to college credits attempted and persistence from one year in college to the next are impacted by the presence of dual enrollment credits earned by students while in high school. The groups analyzed in this study were first generation college attending minority and majority students who completed dual enrollment credits while in high school and attended the same university. The groups compared in this study were minority students who completed three to five dual enrollment credits while in high school ( n = 19), majority students who completed three to five dual enrollment credits while in high school (n = 30), minority students who completed six or more dual enrollment credits while in high school ( n = 19), and majority students who completed six or more dual enrollment credits while in high school (n = 28). The results indicated that first generation minority students with six or more dual enrollment credits earned performed significantly better than majority students with three to five dual enrollment credits in cumulative end-of-first year grade point average, and end-of-first year ratio of college credits earned to college credits attempted, and were significantly more frequent in matriculating to a second consecutive year of postsecondary education at the same university. The data analysis suggested no significant differences between any of the four groups in cumulative end-of-second year grade point average, end-of-second-year ratio of college credits earned to college credits attempted, and frequencies between groups in the matriculation to a third consecutive year of postsecondary education at the same university.
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710 2 $a University of Nebraska at Omaha. $b Educational Administration. $3 2093940
773 0 $t Dissertation Abstracts International $g 74-11A(E).
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