Dual credit opportunities allow students to streamline the education process to avoid overlaps in curriculum and time loss in their journeys toward successful careers. There are no federal regulations in place to monitor the quality and rigor of dual credit courses. Consequently, the content and rigor of these courses is frequently questioned. This case study involved the Missouri Baptist University EXCEL (dual credit) program. The purpose of this study was to determine the effectiveness of the EXCEL program based on surveys and interviews. For the purpose of this study, on-the-shelf survey data were gathered from the EXCEL office and interviews were conducted on a variety of high school campuses to determine the effectiveness of the EXCEL program. Principals, counselors, teachers, and past student participants from high schools participating in EXCEL courses were surveyed to determine their perceptions of the program. In addition, principals, counselors, teachers, and a sampling of current students were interviewed for their perspectives. The data were triangulated to determine outcomes. The results found the program to be perceived in an overall positive manner. EXCEL services were typically favored over those provided by other universities, and the professional development offered to high school teachers was invaluable. Students, both present and past, were complimentary of the program and thankful for the opportunities it provided. To ensure dual credit continues to meet the needs set forth, guidelines should be put in place to control the quality of courses. Dual credit programs should be tailored to meet the educational specific goals and needs of the population and society. Further research should be conducted to determine the caliber of work produced by students entering a university from NACEP affiliated secondary schools, to include comparisons of scores to those of students taking the same introductory level course on campus as wells as students transferring the credit from non-NACEP affiliated secondary schools.
|Commitee:||Deese, Jerry, Fuquay, Mary Ellen|
|School:||Missouri Baptist University|
|School Location:||United States -- Missouri|
|Source:||DAI-A 74/12(E), Dissertation Abstracts International|
|Keywords:||Concurrent enrollment, Dual credit, Dual enrollment, National Alliance of Concurrent Enrollment Partnerships|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be