Relationship of Tech Prep and Dual Credit to College Readiness and Retention

Autor/in	Kim, JoHyun
Titel	Relationship of Tech Prep and Dual Credit to College Readiness and Retention
Quelle	In: College Student Journal, 48 (2014) 3, S.337-346 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-3934
Schlagwörter	College Readiness; Academic Persistence; Tech Prep; Reading Achievement; Writing Achievement; Mathematics Achievement; Advanced Placement Programs; High School Graduates; Community Colleges; Multiple Regression Analysis; Statistical Analysis; Student Records; Student Participation; Correlation; College Credits; Student Characteristics; Predictor Variables; Florida; Oregon + Suchen Sie Ihr Suchwort? Dualsystem; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Community college; Community College; Statistische Analyse; Schülerakte; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Korrelation; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Prädiktor
Abstract	This study examined the relationship of tech prep and dual credit to college readiness in reading, writing, and math and retention, measured as total college-level credit hours earned. A sample of 612 high school graduates who enrolled in a community college in two consortia, one in Florida (<i>n</i> = 339) and the other in Oregon (<i>n</i> = 273), drawn from the Community College and Beyond (CC&B) dataset, were examined. Results of the <i>t</i>-test and correlation coefficients supported significant relationship between tech prep participation and dual credit hours earned. Multiple regression and logistic regression results showed interaction effects between tech prep and career technical education (CTE) dual credit hours earned on college retention. In addition, significant interaction effects were found between tech prep participation and academic dual credit on math readiness. Implications for administrators and suggestions for future research were discussed. (As Provided).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/csj.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10