A Comparison of Accelerated and Non-Accelerated Students and the Effect on Graduation at a Midwestern Rural Community College

Autor/in	Schmit, Michelle Sams
Titel	A Comparison of Accelerated and Non-Accelerated Students and the Effect on Graduation at a Midwestern Rural Community College
Quelle	(2011), (125 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Iowa State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2671-5333-3
Schlagwörter	Hochschulschrift; Dissertation; Acceleration (Education); Dual Enrollment; Community Colleges; Rural Schools; High School Students; College Attendance; Graduation; College Credits; Grade Point Average; Gender Differences; Financial Needs; College Entrance Examinations; Scores; Predictor Variables; Comparative Analysis; Iowa; ACT Assessment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Acceleration; Beschleunigung; Doppelstudium; Community college; Community College; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Abschluss; Graduierung; Achievement; Performance; Anrechnung; Leistung; Geschlechterkonflikt; Aufnahmeprüfung; Prädiktor; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Accelerated programs, also referred to as dual enrollment and concurrent enrollment, provide an opportunity for high school students to earn both high school and college credit by enrolling in specified college courses. These programs provide high school students with the opportunity to experience the college atmosphere, get an early start on college classes, pay less towards their total college expenses, and supplement their high school coursework with more rigorous curriculum. Far fewer students complete college than intended. Many plan to go, but do not have a realistic idea of what that means or where to begin. Since 1985, dual enrollment programs have been helping many students to realize this goal. Accelerated enrollment programs challenge high school students while helping them to experience college success. When students experience success early at the college level, they are more likely to persist to graduation. This study evaluated the likelihood of community college attendance and odds of graduation based on participation in a dual enrollment accelerated program, gender, financial need, number of first term credits, high school grade point average (GPA) and ACT composite score of students who were enrolled at North Iowa Area Community College (NIACC). Among the findings were participation in an accelerated program, gender, high school GPA, and the number of first term credits completed after articulating were determining factors in graduation from NIACC. This study should be replicated statewide to determine the impact of accelerated program participation of college graduation. As this study revealed other predictors of significance associated with college graduation, it should be expanded to include additional predictor variables, specifically race, student motivation, and level of college engagement. [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	2017/4/10