Florida has been a leader in the K-20 educational reform in an effort to ensure the seamless transition into postsecondary education for all students, but specifically improving preparation for, and access to, higher education for populations traditionally marginalized and underrepresented in higher education. The purpose of this study was to examine the demographic composition of students participating in dual enrollment programs in Florida, and the relationship between dual enrollment participation and postsecondary success, as measured by student persistence and degree attainment, moderated by race, gender, and Pell status. Alexander Astin’s (1993) I-E-O student involvement theory was chosen as the theoretical lens with which to guide the design and analysis of the study.
A quantitative analysis of archived student records retrieved from the Office of Institutional Research and Effectiveness at a large urban state college in Florida was used in this study. The analytical sample included 2614 first-time-in college students in the fall 2009 semester. Data was analyzed via SPSS, version 20, using descriptive statistics, Chi-square tests, and discriminant analysis. The analysis revealed that students who were dual enrolled were more likely to persist in college and more likely to earn a degree than their non-dual enrolled peers. A discussion of the findings and conclusions in relationship to earlier studies are enumerated followed by recommendations for K-20 school leaders and future research.
|Advisor:||Mountford, Meredith L.|
|Commitee:||Morris, John D., Russo, Marianne R., Wright, Dianne A.|
|School:||Florida Atlantic University|
|Department:||Educational Leadership and Research Methodology|
|School Location:||United States -- Florida|
|Source:||DAI-A 75/03(E), Dissertation Abstracts International|
|Subjects:||Educational sociology, Educational leadership, Education Policy|
|Keywords:||Astin, Alexander, Degree attainment, Discriminant analysis, Dual enrollment, I-E-O student involvement theory, Persistence|
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