Dissertation/Thesis Abstract

Dual Credit Instructor and Counselor Opinions Concerning the Effectiveness of Dual Credit Programs on Post-Secondary Readiness in Southwest Missouri
by Cook, Natalie Gail, Ed.D., Lindenwood University, 2017, 138; 10642894
Abstract (Summary)

Dual enrollment numbers continue to increase in public school districts; therefore, dual credit programs must be effective for students, adequately challenging them academically and preparing them for the college environment (Flores, 2014). The intention of this study was to survey dual credit instructors and counselors to determine their opinions of post-secondary readiness among dual credit learners in southwest Missouri. Results of the study were organized based upon significance regarding effectiveness. Researchers are uncertain concerning the effectiveness of dual credit programs for post-secondary readiness (Cowan & Goldhaber, 2015). This study was intended to close gaps in the research and to support educational participants as they continue developing and promoting effective mechanisms of the dual credit program. Data were gathered from instructors and counselors in southwest Missouri districts with dual credit programs to examine the effectiveness of dual credit on post-secondary readiness. In accordance with this investigation, dual credit has a statistically noteworthy effect on learners’ post-secondary readiness by graduation. Dual credit students were observed to be more equipped for post-secondary settings by instructors and counselors.

Indexing (document details)
Advisor: DeVore, Sherry
Commitee: Greene, Gary, Sanders, Karalin
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 79/03(E), Dissertation Abstracts International
Subjects: Educational evaluation, Secondary education, Higher education
Keywords: Dual enrollment, Post-secondary readiness
Publication Number: 10642894
ISBN: 978-0-355-47327-8
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