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• W2465410732 abstract "Dual enrollment allows high school students to be dually enrolled in courses that will earn them both high school and college credits. The number of students enrolled in dual credit course programs has tripled in the past 10 years. However, there is a lack of research as to how the accumulation of dual-credit enrollment courses affects students once they arrive at a 4-year university and if there is a positive effect on first-year persistence. Therefore, the purpose of this study was to examine the effect of dual-credit enrollment on the Grade Point Average of university students by studying those who had a prior accumulation of 12 or more dual-credit enrollment hours versus those without any dual-credit enrollment hours at a large, Texas 4-year university. The study examined GPA in the first-year (contiguous Fall and Spring semester) using inferential statistics with 225 randomly selected students who arrived with 12 or more dual credit hours in school year 2008-2009, 331 in 2009-2010, and lastly 475 in 2010-2011. The same numbers of randomly selected students without any dual credit hours were selected for each of the school years, in the academic years of 2008-2009, 2009-2010, and 2010-2011. This study was conducted using a Mann Whitney U test to determine if differences exist between two groups on one dependent variable with a .05 significance level. Dual-credit enrollment is the process by which a high school student has the opportunity to enroll in courses to earn both high school credit and college credit. This phenomenon has been around for over 20 years. However, in the last 10 years the numbers of students enrolled in dual credit has more than tripled (Texas Higher Education Coordinating Board (THECB, 2010). With the rising cost of higher education, many students are seeking dual-credit enrollment as an avenue for offsetting some of that cost by completing several college courses while still in high school. Since most dual-credit enrollment programs are partnerships between local community INTERNATIONAL JOURNAL OF EDUCATION 2___________________________________________________________________________________________ colleges and K-12 districts, many school districts are expanding dual-credit enrollment programs because of the close-knit relationships it fosters with area community colleges (Hughes, 2010). Dual-credit enrollment courses can be taught on the high school campus, the college campus, or both campuses. When courses are taught on the high school campus, the teachers are required to have master’s degrees and 18 graduate hours in the course taught. Therefore, the teachers have the same required credentials as those at the community college, thus ensuring the rigor of the courses meets the standard for college course work (Smith, 2007). K-12 school districts also embrace dual-credit enrollment because the rigor of the courses prepare students better for success in college and shortens the time to graduation (Bishop-Clark et al., 2010). Some colleges and universities that do not accept dual credit hours has caused some concern. In Texas, all public colleges and universities must accept dual credit hours. High schools must also offer at least 12 hours of dual-credit enrollment hours to its students. However, private colleges and universities do not have to accept these credits and of the public ones that do, some of the elite public universities have accepted them as electives rather than as course for course credit (THECB, 2000). Although dual credit hours are accepted at most Tier I and very selective universities, certain schools within these universities require students to take the university’s English course, or College Algebra course. In these instances, the dual credit hours may be applied as an elective. Most of the schools within Tier I universities accept all of the dual-credit enrollment hours on a course for course basis (Holloway, 2010). This phenomenon is quite different from advanced placement (AP) courses. In an AP course, the student enrolls in the course and after passing it, takes a test to place out of the college course equivalent. Therefore, the student arrives at the college or university having no college credit hours. The student is not required to enroll in these basic level courses. Though AP courses have historically been highly touted and offer zero savings on the cost of higher education because the student must still complete all the necessary hours toward his or her degree (Hirsch, 2008). Therefore, dual-credit enrollment is growing tremendously. In American society the cost of higher education is of major concern. As a result, dualcredit enrollment has become viewed as a method by which students can forgo some of the tuition and fees associated with the cost of a college education. In Texas, state law allows school districts and colleges to obtain state funding for the purposes of dual-credit enrollment courses (THECB, 2010). Thus, many K-12 districts are implementing dual-credit enrollment programs. If enough dual credit courses are completed, some students may earn in enough college credits to complete an Associate’s degree. In the Garland Independent School District (ISD), located within the Dallas/Fort Worth Metroplex, the Lakeview Centennial High School has a program entitled the Lakeview Centennial Collegiate Academy. The program began in 2008 and its inaugural class graduated in May 2012. The 47 students enrolled in the program accumulated 63 dual credit hours. These students graduated with both a high school diploma and an Associate’s degree. These students also earned scholarships and were accepted, with their credits, at 4-year universities. These students saved the cost of two full years of college and the debt that often accompanies it (Hirsch, 2008). As more students begin enrolling in dual-credit courses, K-12 districts, community colleges and universities need to know how this trend affects their students. These institutions will want to know whether there is a positive effect on students who arrive with dual credit hours and if this helps them endure to a greater degree than those who arrive without dual credit hours. This endurance can be represented by grade point average (GPA) and other methods. Grade SHERRY LEONARD-FOOTS AND RICK LUMADUE ___________________________________________________________________________________________3 point average is a strong quantifiable identifier of success and is a superior tool of measurement of student success and persistence in college. The number of students enrolled in dual credit programs in Texas has grown from 12,000 students in 1999 to over 91,000 students in 2010 (Thevenot, 2010). During the late 1990s, enrollment in these programs was largely white and/or gifted students who wanted an accelerated curriculum. Recently, these courses have begun to draw more students from across racial lines and those not necessarily gifted, but in good standing with a solid GPA. There are other factors that can contribute to a student’s overall success, such as if the student works and how many hours per week he student works, if the student lives on campus or is a commuter student, and personal issues. Given all the various factors that may contribute to a students’ success or academic demise, the GPA is a useful quantitative indicator of persistence, success, and preparedness (Casey & Childs, 2011). Therefore, GPA was the dependent variable for the purpose of this study. Statement of the Problem The number of students enrolled in dual-credit courses has tripled in the last decade (THECB, 2010). There is currently a lack of research in the area of the effect of having earned dual-credit enrollment hours on first year persistence at 4-year universities. This study filled this gap in the research. Purpose of the Study The purpose of this study was to examine the effect of dual-credit enrollment on the GPA of university students by studying those who had a prior accumulation of 12 or more dual-credit enrollment hours versus those who arrived at a large Texas 4-year university without having earned any dual-credit enrollment hours. The study examined GPA in the first-year (contiguous Fall and Spring semester) using inferential statistics with a pre-determined parameter of 1,031 randomly selected students who arrived with 12 or more dual credit hours and another 1,031 randomly selected students without any dual credit hours for the academic years of 2008-2009, 2009-2010, and 2010-2011. Significance of the Study A study of the prior accumulation of dual-credit enrollment hours as a measure of first year university persistence holds great significance for education and educators. As the numbers of students enrolled in dual credit programs continues to increase, the K-12 districts from which they are coming need to have solid, quantifiable data from which to make data-driven decisions. In addition, community colleges, colleges, and universities need to be aware of how the prior accumulation of dual-credit enrollment hours affects performance once these students arrive in college or at the university. This study will inform K-12 in terms of whether they should consider making more dual-credit courses available to their students. In addition, this study will aid districts in understanding the importance of forming tighter, closer relationships with community colleges. To date, a study of this sort has not been conducted. INTERNATIONAL JOURNAL OF EDUCATION 4___________________________________________________________________________________________" @default.
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• W2465410732 title "The prior accumulation of dual-credit enrollment hours as a measure of first year persistence at a 4-year university" @default.
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