Predictors of Postsecondary Success: An Analysis of First Year College Remediation Page: 38
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Pretlow and Wathington (2014) reported even though dual enrollment programs often
varied in structure, 46 states had adopted some form of DC policy. While high school students
had the option of enrolling and taking DC courses with college students on a college campus or
online, the majority of dual credit courses in Texas were taught on secondary campuses to high
school students only (Conley, 2005). Even though these courses were scheduled and occurred on
high school campuses and were most often taught by high school teachers serving as college
adjuncts, this DC coursework assessed identical content to similar courses being taught at college
campuses or online by college professors (Hughes, 2010). In contrast to AP, DC students were
assigned and completed the same course assessments as were normally completed as part of the
college course, and their final grade was issued on a college transcript (Hughes, 2010).
The state of Texas experienced a steady rise in high school student participation in dual
credit programs in the 10-year span from 1999-2009, and saw DC enrollment increased 765%
(THECB, 2016a). In the year 2013, 107,599 high school students in Texas concurrently enrolled
into dual credit courses, with 4% concurrently enrolled into public four-year universities and
96% concurrently enrolled into public two-year colleges (TEA, 2017a). This increase in student
participation was linked to the advantages offered by DC programs which included: the
likelihood that a DC student completed high school, enrolled, and persisted in college; the
decreased cost of college tuition; and an accelerated student time to degree (NRC, 2012;
THECB, 2016a). Furthermore, the NRC (2012) found DC students were more likely than their
peers to pursue a bachelor's degree, and student participation in DC was positively related to first
semester college GPA.
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Baker, Emmett Andrew. Predictors of Postsecondary Success: An Analysis of First Year College Remediation, dissertation, August 2017; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc1011868/m1/46/: accessed April 22, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; .