This causal-comparative study analyzed second-year college students at a private university in Idaho and sought an understanding of differences, both academic and in motivation and confidence, between those that earned college credits in high school and those enrolled in a traditional high school curriculum. Students who did not earn college credits in high school were significantly more likely to state that their curriculum motivated them to think of college for the first time. Additionally, the researcher interviewed university faculty and compared their perceptions of college credit-granting programs in high school to those of student perceptions. Perceptions varied widely between the students and faculty, with nearly all faculty questioning the quality of college credits earned in high school.
|School:||Trevecca Nazarene University|
|School Location:||United States -- Tennessee|
|Source:||DAI-A 81/7(E), Dissertation Abstracts International|
|Subjects:||Education Policy, Education philosophy, Secondary education|
|Keywords:||Advanced placement, Concurrent credit, Curriculum, Dual enrollment|
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