Dissertation/Thesis Abstract

The Effectiveness of Missouri Baptist University's Dual Credit Program: A Case Study
by Wells, Cathy, Ed.D., Missouri Baptist University, 2013, 163; 3592846
Abstract (Summary)

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.

Indexing (document details)
Advisor: Han, John
Commitee: Deese, Jerry, Fuquay, Mary Ellen
School: Missouri Baptist University
Department: Education Division
School Location: United States -- Missouri
Source: DAI-A 74/12(E), Dissertation Abstracts International
Subjects: Secondary education
Keywords: Concurrent enrollment, Dual credit, Dual enrollment, National Alliance of Concurrent Enrollment Partnerships
Publication Number: 3592846
ISBN: 978-1-303-34451-0
Copyright © 2020 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy