Literaturnachweis - Detailanzeige
| Autor/inn/en | Wang, Xueli; Wickersham, Kelly |
|---|---|
| Titel | Postsecondary Co-Enrollment and Baccalaureate Completion: A Look at Both Beginning 4-Year College Students and Baccalaureate Aspirants Beginning at Community Colleges |
| Quelle | In: Research in Higher Education, 55 (2014) 2, S.166-195 (30 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0361-0365 |
| DOI | 10.1007/s11162-013-9317-4 |
| Schlagwörter | Dual Enrollment; Graduation; Bachelors Degrees; Community Colleges; Two Year College Students; Academic Persistence; Longitudinal Studies; Undergraduate Students; Educational Attainment; Beginning Postsecondary Students Longitudinal Study |
| Abstract | Research examining diversifying college enrollment patterns has gradually gained attention in recent years. Yet, few studies have focused on postsecondary co-enrollment and its different forms such as co-enrolling at institutions of the same level (lateral co-enrollment) and attending a 4- and 2-year institution simultaneously (vertical co-enrollment), and their distinctive relationship with baccalaureate completion and college persistence. Drawing upon data from the Beginning Postsecondary Students Longitudinal Study (BPS:04/09) and the Postsecondary Education Transcript Study (PETS:09), this study investigated the relationship between co-enrollment and baccalaureate completion and college persistence among beginning 4-year institution students and baccalaureate-aspiring beginning community college students who first accessed postsecondary education in 2003-2004. Results indicated that vertical co-enrollment appeared to have a positive relationship with baccalaureate attainment and persistence among students beginning at 4-year institutions as well as baccalaureate-aspiring community college beginners, while lateral co-enrollment did not demonstrate a significant association with attainment and persistence across both student groups. Policy implications and suggestions for future research are also discussed. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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