Dual Enrollment in Times of Financial Constraint: A Community College Perspective

Autor/in	Hockley, Lori White
Titel	Dual Enrollment in Times of Financial Constraint: A Community College Perspective
Quelle	(2013), (155 Seiten) PDF als Volltext Verfügbarkeit D.Mgt. Dissertation, University of Maryland University College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3037-7029-6
Schlagwörter	Hochschulschrift; Dissertation; Dual Enrollment; Community Colleges; Retrenchment; Evidence Based Practice; Sustainability; Educational Benefits; Incentives; Partnerships in Education; College School Cooperation; Credits; High School Students; Two Year College Students; Outcomes of Education; Decision Making; Program Evaluation; Models; Administrators + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Doppelstudium; Community college; Community College; Nachhaltigkeit; Bildungsertrag; Anreiz; Hochschulpartnerschaft; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernleistung; Schulerfolg; Decision-making; Entscheidungsfindung; Programme evaluation; Programmevaluation; Analogiemodell
Abstract	Community college leaders today must contend with a formidable challenge: dwindling state funding and declining resources. Increased enrollments without proportional increases in state and local financial support have placed colleges in the unenviable position of needing to do more with less--or in some cases, simply do less. Despite the popularity and proliferation of dual enrollment programs, little scholarly research is available from the community college perspective to provide compelling evidence that dual enrollment programs should be sustained above other mission-fitting programs at the college. The purpose of this study was to examine the case for community college administrators to sustain dual enrollment programs during difficult financial times by using an evidenced-based research methodology to explore the benefits and incentives to the college. Dual enrollment programs are partnerships between colleges and school districts which afford high school students the opportunity to earn high school and college credit simultaneously. As dual enrollment programs approach a relatively mature stage in the U.S., researchers must begin asking about the impact of such programs on the institution and to understand the benefits to the institution. This study endeavored to advance existing research by also drawing a link to the Completion Agenda as an additional incentive for administrative support for dual enrollment programs by analyzing and synthesizing the research on the impact of dual enrollment on student enrollment, persistence, and completion. Benefits and incentives revealed in the literature can be generally described as fitting into one of three categories: social values (including fit with mission and positive outcomes for students), political goodwill (including goodwill with the community as well as legislators and policymakers), or financial advantage (including direct revenue and state support). Positive outcomes for students emerged as one of the key drivers within the context of social values. To assist community colleges with analysis and decision-making at the institutional level, the author advanced a program review model which brings decades-old practice of dual enrollment into the modern-day context of intuitional effectiveness, as well as a simple model to guide administrators through the decision-making process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01