Doctor of Philosophy, University of Toledo, 2023, Higher Education

An Abstract of Perceptions of Dually Enrolled, Eighth-Grade College Students' College Readiness: A Qualitative Study by Kenneth D. Hale Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Doctor of Philosophy in Higher Education The University of Toledo December 2023 Throughout the United States, dual enrollment programs enable high school students to earn college credit by completing college classes while in high school. In 2015, the State of Ohio expanded grade-level eligibility to participate in the state's dual enrollment program, College Credit Plus, to seventh- and eighth-grade students. The purpose of this study was to explore the college readiness perceptions of a newer and expanded audience of dual-enrollment participants: students who completed college classes at a community college as eighth graders. Using a semistructured interview guide, data were collected from nine students who participated in in-depth interviews responding to questions related to their eighth-grade college experiences and their self-perceptions of their college readiness. Using a systematic qualitative data analysis process, eight themes emerged from the study and were interpreted using Conley's college readiness theoretical framework. The study's key findings revealed study participants, as dually enrolled, eighth-grade college students, possessed aspiration and motivation; found the cognitively stimulating college environment appealing; demonstrated content mastery; and felt college ready. Findings also revealed participants felt positive instructor rapport was meaningful, and most participants were socially comfortable in their college classes. Though the study revealed students demonstrated ownership of learning and adapted, matured, and persevered in their college classes, challenges were nonetheless experienced. Extending empirical research primarily examining high school students, this study contributes to the body of knowledge (open full item for complete abstract)

Committee: Edward Janak (Committee Chair); Penny Poplin Gosetti (Committee Co-Chair); Alex Johnson (Committee Member); Dennis Lettman (Committee Member); David Meabon (Committee Member) Subjects: Community College Education; Education; Higher Education

Doctor of Philosophy, University of Toledo, 2020, Higher Education

This basic interpretive qualitative study examines the ways in which experienced community college faculty from different disciplines view their pedagogical perspectives after having worked with an increasing number of nontraditional students in their mixed-age college classrooms. Using a semi-structured question technique guided by Robertson's (1999) professor-as-teacher developmental model, the researcher interviewed 20 faculty from a single, associate's-degree-granting institution in Michigan. The participants in this study represented 18 different disciplines and all had at least 8 years of teaching experience at the community-college level. During this 8-year period, community college enrollment in Michigan shifted drastically from adult, nontraditional students looking for new career options in the wake of The Great Recession to an enrollment that actively pursues adolescent, dual-enrollment students looking to decrease future higher education costs. After analyzing the codes and themes in the data, this study concluded community college faculty in aliocentric (learner-centered) or systemocentric (teacher/learner-centered) teaching positions, as defined by Robertson (1999), are well suited for teaching dual-enrollment students. This suitability was found to be the case, regardless of discipline or employment status. However, despite this disposition, faculty were worried about the amount of dual enrollment expansion happening in their classrooms. The practical implications of this study are relevant to any teaching and learning initiative focused on strengthening community college faculty's abilities to work with adolescent, dual-enrollment learners.

Committee: Ronald Opp Ph.D. (Committee Chair); Penny Poplin Gosetti Ph.D. (Committee Member); Ellen Fischer Ph.D. (Committee Member); Steve Robinson Ph.D. (Committee Member) Subjects: Education; Education Policy; Higher Education; Higher Education Administration

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2022, English (Rhetoric and Writing) PhD

Dual-credit programs, also known in the state of Ohio as the College-Credit-Plus program, is an initiative across the United States to provide another method for high school students—and sometimes even younger students—to earn postsecondary credit before graduating from high school. This project investigates the experience of dual-credit students who enroll in first-year writing courses, looking specifically at the dispositions—attitudes—that they bring into their courses and seeking background information regarding how the dispositions were formed. Specifically, the research focuses on two particular questions: 1. How do dual credit students live the dispositions of problem-exploring, answer-getting, self-efficacy, and self-regulation? 2. How are these dispositions formed? The research conducted in this project takes the form of an ethnographically informed case study approach, which is focused on the experiences of two dual-credit students. Data was collected through a series of interviews with each of the two research participants, coded according to a Grounded Theory approach, and triangulated with additional interviews that were conducted with influential individuals in their lives. The findings are presented in Chapter III: A “Model” Student and Chapter IV: Transferring From the Court to the Classroom. The project concludes with Chapter V. This chapter first presents a discussion of the previous two chapters on the findings of Liz and Rosie's interviews and then moves into a discussion of the implications. Ultimately, the project concludes with implications geared toward multiple stakeholders associated with dual-credit composition: Writing Program Administrators (WPAs), dual-credit instructors in high schools, and dual-credit instructors on college campuses. Considerations of pedagogy, curriculum, and community are each highlighted as potential routes for implementing methods of generative disposition development. The project then calls for future resea (open full item for complete abstract)

Committee: Neil Baird Ph.D. (Advisor); Lee Nickoson Ph.D. (Committee Member); Sue Wood Ph.D. (Committee Member); Kara Taczak Ph.D. (Committee Member); Audrey Roberts Ph.D. (Other) Subjects: Composition; Education; Literacy

Doctor of Education (Ed.D.) in Leadership Studies, Xavier University, 2020, Leadership Studies and Human Resource Development

The College Credit Plus (CCP) program, adopted and implemented by the state of Ohio in the 2015-2016 school year, presents some unique opportunities for examining the impact of accelerated college credit on preparing students for success in college. This study attempts to examine three of these unique features to examine the relationship that the CCP program might have on its participants' success in college, measured by first year GPA upon matriculation at a university. Correlational analysis was first applied to examine any relationships that might exist among the dependent and independent variables. The number of credit hours a student completed through CCP demonstrated a positive significant relationship with first year GPA, while the type of course work (General Education and Career Pathway) demonstrated a positive significant relationship but no significance was found between the two types of courses according to a Fisher's Z-Test. The researcher wanted to examine the number of years spent taking CCP courses to see if the amount of exposure of time to these types of courses demonstrated any relationship, but the data could not be determined to examine that relationship.

Committee: Gail F. Latta Ph.D. (Committee Chair); Dave Tobergte Ed.D. (Committee Member); Shirley Curtis Ed.D. (Committee Member) Subjects: Education; Education Policy; Higher Education; Secondary Education; Vocational Education

Doctor of Philosophy (PhD), Ohio University, 2016, Higher Education (Education)

In an effort to broaden access, meet burgeoning workforce needs, and reduce the cost of postsecondary attainment, Ohio has implemented policy to provide college credit options to high school students. The purpose of this research study was to develop a descriptive first-year profile of the implementation of Ohio's College Credit Plus policy for two central Ohio high schools. This policy implementation analysis employed a multi-pronged approach using case study and policy implementation evaluation framework. Document review and administrative interviews provided the primary data sources. Several overarching themes surfaced. Confusion regarding the regulations exacerbated inconsistent application and compliance across institutions. No explicit process is defined for assessing or reporting on compliance. Additional inconsistency is evident in program offerings based on district cultures, location, and size. Course offerings differ in number, quality, delivery, and subject orientation. Additionally, while program reporting is not yet required or available, preliminary enrollment information from the two case study sites indicates potential continuation of historic trends of limited minority participation. The funding model requires the district to cover tuition and material in an environment where public educational funding has eroded. K-12 administrators expressed concerns regarding the financial sustainability of the program. While some critical barriers to access have been removed, student support systems and counseling services have not been increased to assist those students that may need guidance in understanding alternative program offerings, risks and benefits, and designing an appropriate academic plan. Finally, secondary and postsecondary institutional objectives and organizational structures generate conflict in establishing and managing dual enrollment course offerings. These conflicts surface in teacher-faculty interactions, academi (open full item for complete abstract)

Committee: Lijing Yang (Committee Chair); Valerie Conley (Committee Member); Laura Harrison (Committee Member); Sara Helfrich (Committee Member) Subjects: Education; Education Policy; Higher Education

Doctor of Philosophy, University of Toledo, 2012, Higher Education

Ohio's business, political, and education leaders believe increasing the number of Ohio citizens who have attained a post-secondary degree will help Ohio improve its competitiveness in the national and global economy. One cost effective way to improve the college degree attainment rate for recent high school graduates is early college programs, which enable high school students to experience college-level courses and earn college credit prior to high school graduation. Students who earned college credit during high school graduated at a 17.9% higher rate than students who did not earn early college credit, and also graduated in a shorter time. Students who earned early college credit also achieved the important degree momentum point of earning at least 20 credits the first year of college at a higher rate than students who did not earn early college credit. Just over 300,000 Ohio public college student enrollment records were studied for this retrospective analysis of fall term student enrollments from 2004-2010.

Committee: David Meabon PhD (Committee Chair); Cynthia Beekley PhD (Committee Member); Larry McDougle PhD (Committee Member); Dennis Lettman PhD (Committee Member) Subjects: Education; Higher Education

Doctor of Education, Ashland University, 2024, College of Education

This dissertation investigates the factors influencing the matriculation trends of former College Credit Plus (CCP) participants to host institutions in Ohio, utilizing Perna's (2006) College Choice Model as a framework. The study examines variables such as course modality, geographical proximity to the host institution, course load, and grade point average, utilizing three postsecondary institutions: a private 4-year, a public 4-year, and a 2-year community college. High school cohorts from the past three graduating years (2021-2023) were analyzed to provide current insights into dual enrollment trends. Significant associations were found between matriculation and variables of course modality, course load, and proximity. The study's limitations include a restricted sample size, exclusion of homeschooled and online high school students, and a focus on a limited set of variables. Future research should explore additional qualitative and quantitative factors influencing dual enrollment students' college choices, including socioeconomic status, parental education levels, and institutional characteristics.

Committee: Peter Ghazarian Dr. (Advisor) Subjects: Education; Higher Education; Higher Education Administration

Doctor of Education (Ed.D.), University of Findlay, 2024, Education

Statement of the Problem: Despite growing participation in dual enrollment programs, little is known about the decision-making process high-school students use when selecting courses, especially in STEM. Existing literature lacks insight into the factors motivating students to choose dual enrollment courses and how these align with their interests and future aspirations (Fink, 2021; Jenkins & Fink, 2020; Marken et al., 2013; Taie & Lewis, 2020). Purpose of the Study: This study aims to address the gap in existing literature by examining the motivations and aspirations of College Credit Plus (CCP) students enrolled in an environmental science course, with the goal of providing actionable strategies for fostering their postsecondary aspirations and educational outcomes. Methodology: Through a mixed-methods approach involving AIR Self-Determination Scale and demographic quantitative surveys and qualitative focus group interviews, this research draws upon the experiences of ten CCP and four non-CCP students enrolled in an environmental science course taught by a university instructor at their high school. Findings: The findings reveal that CCP students perceive their coursework as a strategic pathway to early exposure to college-level academics, significantly enhancing their future educational and career prospects. Moreover, analysis highlights that CCP students exhibit a heightened level of self-determination and a forward-looking perspective compared to their non-CCP counterparts. This underscores the crucial role of nurturing students' autonomy, competence, and relatedness, as emphasized by self-determination theory. Building upon on the framework, the study reveals how CCP students approach dual enrollment courses with a future-oriented mindset, recognizing them as instrumental tools to realize their long-term educational and career aspirations. Their engagement reflects integrated regulation, seamlessly aligning with their identity and broader objectives, showc (open full item for complete abstract)

Committee: Christine Denecker Ph.D. (Committee Chair); Amanda Ochsner Ph.D. (Committee Member); Gregory Timberlake Psy.D. (Committee Member) Subjects: Education; Education Policy; Environmental Science

Doctor of Education , University of Dayton, 2023, Educational Administration

This was a mixed method, Action Research study addressing the foundational research question: What can Education Forward Academy (EFA) (pseudonym) do to improve equity in the College Credit Plus (CCP) Program? To answer this question, both quantitative and qualitative sub-questions were explored. The case study school, EFA, is an urban charter school in the Midwest with approximately 2,000 students who primarily self-identify as Black. After data analysis, seven thematic action plans were created, including 1. Organization and Community Interaction 2. Socio-Emotional 3. Logistical 4. Academic 5. Relevance and Practicality 6. Faculty 7. Personal Action Plan with Scholarly Reflection. Although the action plans are separated for ease of use, some interweaving and overlap of plans is inherent.

Committee: Dr. James Olive (Committee Chair); Dr. Kelly Hogan (Committee Member); Dr. Elizabeth Essex (Committee Member) Subjects: Education; Education Policy; Educational Evaluation; Educational Leadership

PHD, Kent State University, 2022, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

In 2009, President Barack Obama challenged U.S. citizens to complete more schooling and earn a college degree. His goal was to increase the proportion of the population with a college credential and the United States' associated rank in the world from 12th to first by 2020 (Field, 2015; Obama, 2009). In response to this challenge, several governors and nonprofit organizations undertook various initiatives to help increase the nation's college completion rate. However, many of these programs focused on administrative changes instead of students' readiness for or access to college (Humphreys, 2012). One approach aimed at increasing completion rates while expanding access, is dual enrollment, which allows high school students to take college-level classes in tandem with their high school coursework. Of particular interest is Ohio's dual enrollment program, originally called Postsecondary Enrollment Options (PSEO), which was expanded and renamed College Credit Plus (CCP) in 2015 (Ohio Department of Education, 2009; Ohio Department of Higher Education, 2015a). The goals of CCP are to increase college access and completion rates for students in Ohio (Farkas, 2014; Ohio Department of Higher Education, 2015a, 2018a). The purpose of this study was to evaluate CCP in relation to these goals. If these goals were met, the results would show an increase in the number of underserved students enrolling in higher education and persisting to graduation. Using existing data from the state of Ohio this study concluded that CCP has not consistently improved access or college completions for the underserved students in the state.

Committee: Christa Porter (Committee Chair); Jason Schenker (Committee Member); Mark Kretovics (Committee Member) Subjects: Higher Education

Doctor of Philosophy (Ph.D.), University of Dayton, 2022, Educational Leadership

This study used a survey conducted from September 2021 November 2021 to examine the perceptions of College Credit Plus (CCP) educator credentialing for college in high school programs known as dual enrollment. Over 400 responses were received representing educators from southwest Ohio. Respondents spanned roles in public schools of superintendent, principal, high school teacher, and school counselor. The findings showed that educators generally agreed on knowing the requirements for educators to become qualified to teach College Credit Plus courses at the high school location. The respondents with the most knowledge of CCP credentialing requirement were superintendents, school counselors, and educators with higher levels of education were more aware of credentialing requirements. The findings also revealed that educators generally agree with the perceived barriers to meeting the qualifications to meet the faculty credentialing requirements. The perceived barriers of financial and time costs of obtaining graduate coursework were the biggest barriers to meeting the CCP credentialing requirements for respondents who work in districts classified as an urban setting and with 16-20 years of experience. Recommendations for removing barriers to meet CCP educator credentialing requirements were made in the conclusions.

Committee: Thomas Lasley II (Committee Chair); Pamela Cross Young (Committee Member); Kathryn Kinnucan-Welsch (Committee Member); Richard Stock (Committee Member) Subjects: Higher Education; Secondary Education

Doctor of Education, University of Toledo, 2021, Higher Education

The study employed a survey design methodology utilizing quantitative methods of data collection and analysis to investigate the impact of various environmental factors including course format, type of institution, academic support, and level of engagement with CCP on Ohio's College Credit Plus (CCP) students' academic self-efficacy and academic achievement after controlling for student characteristics and level of engagement with CCP. The study aimed to address the limited research on Ohio's dual enrollment program (Harper, 2015; Wilson, 2016) as well as the limited research on the way dual enrollment opportunities affect students' academic achievement and self-efficacy (An, 2013; Giani et al., 2014). Astin's theory of student involvement and Bandura's self-efficacy theory were used as frameworks. The study's survey instrument for this study captured the students' input characteristics (demographics and prior engagement with CCP), the College Credit Plus environment (course format, type of institution where the course was taken, and academic support), and the students' outcomes (academic achievement, and academic self-efficacy). The findings of the current study suggest that involvement in dual enrollment courses is associated with academic achievement, but different characteristics of the programs (e.g., format, type of institution) may not affect academic achievement. I discovered that academic support is associated with greater self-efficacy among students in dual enrollment programs. Findings of the current study have the potential to inform policies and practices for dual enrollment programs.

Committee: Snejana Slantcheva-Durst (Committee Chair); Bob Haas (Committee Member); Sunday Griffith (Committee Member); Debra Brace (Committee Member) Subjects: Adult Education; Community College Education; Education; Education Philosophy; Health Education

Doctor of Philosophy (Ph.D.), University of Dayton, 2020, Educational Leadership

Recently, there has been an increase in the number of students beginning a four-year institution with multiple college credits due to Advanced Placement (AP) classes or dual enrollment programs. Although literature suggests taking advantage of these opportunities benefits students academically and financially, there is insufficient research on how these students perceive their cognitive, interpersonal, and intrapersonal challenges and opportunities once they enter a four-year institution. First-year students are starting college as a sophomore or junior-level status. Unfortunately, there is limited research on how these students adjust socially and developmentally in advanced classes with older students. There is an educational need to understand how these students perceive any challenges and opportunities they encounter. Understanding how students who begin at a four-year institution with 12 or more college credits perceive their challenges and opportunities and sense of belonging can provide educators knowledge to best support this group of students. Applying Baxter Magolda's (1999; 2001) self-authorship framework and the sense of belonging framework to this group of students provides educators the background knowledge to recognize how individuals travel through the developmental process. Within this process, students typically begin college listening to external voices and progress toward listening and trusting their internal voices. Therefore, this study examined the perceptions from both first-year and fourth-year students. The self-authorship framework and the sense of belonging framework were used to analyze the data in agreement with the research questions to understand a) how students describe their cognitive, interpersonal, and intrapersonal challenges and opportunities, b) how they perceive their sense of belonging, and c) how the findings can inform best practices for advisors. The findings of this study conclude four major outcomes. First, student (open full item for complete abstract)

Committee: Matthew Witenstein (Committee Chair) Subjects: Academic Guidance Counseling; Education; Educational Leadership

Doctor of Education, Ashland University, 2020, College of Education

This qualitative dissertation investigated issues affecting the dual enrollment participation rate of students from economically disadvantaged backgrounds, racial minority groups, and potential first-generation college-goers. Through semi-structured interviews, eight high school seniors, from underrepresented groups, shared their knowledge of Ohio's dual enrollment program, College Credit Plus. Culturally relevant teaching and culturally responsive leadership theory served as the framework to address the research questions: (a) Why are students of color, students from economically disadvantaged backgrounds, and potential first-generation college-goers participating in dual enrollment programs at a lower percentage rate than peers not from one of these groups? and (b) What strategies might local school districts, colleges, and universities employ to increase the participation of students who are underrepresented in dual enrollment? Study findings related to lower participation rates include insufficiencies in student knowledge, understanding, and encouragement or support; program qualifications; and access issues. Increasing dual enrollment participation of underrepresented students requires students taking ownership or responsibility for their learning and taking advantage of opportunities presented to them. In addition, school districts, colleges, and universities should develop strategies to provide personal communication and encouragement to reach these underserved groups.

Committee: Judy Alston Ph. D. (Committee Chair); James Olive-Liebhart Ph. D. (Committee Member); Tanzeah Sharpe Ed. D. (Committee Member) Subjects: Educational Leadership; Higher Education; Secondary Education

Doctor of Philosophy, University of Toledo, 2020, Curriculum and Instruction: Educational Technology

This study compared the effects of academic motivation on traditional and online community college students. Online enrollment continues to increase, especially in public colleges and universities. Academic success in online courses, however, continues to lag behind academic success in face-to-face courses, especially for community college students. Previous studies have indicated that online students tend to have higher levels of intrinsic motivation, but these studies focused on university students. This study extends that research by examining the effects of motivation on community college students. The Academic Motivation Survey was used to collect data from 398 community college students at a Midwestern community college. A MANOVA analysis revealed that online community college students do have higher levels of intrinsic motivation than their face-to-face counterparts, but the difference between the two groups is not as wide as the difference in intrinsic motivation between online and face-to-face university students. Motivational differences were also found between College Credit Plus students and the traditional community college students, as well as significant differences between age groups and males and females. Community college students were also found to have significantly lower levels of intrinsic motivation than university students. Implications for instructional design for community college students are discussed.

Committee: Berhane Teclehaimanot (Committee Chair); John Fallon (Committee Member); Tony Sanchez (Committee Member); Andrea Faber (Committee Member) Subjects: Adult Education; Community College Education; Community Colleges; Education; Educational Psychology; Educational Technology; Instructional Design; Teaching

Doctor of Education, Miami University, 2019, Educational Leadership

This qualitative case study seeks to understand why some African American students tend not to participate in dual enrollment programs at rates similar to their White counterparts and, therefore, may not be sharing the same benefits and outcomes. Through open-ended interviews with nine African American students, issues related to the low participation rates of African American students in Ohio's dual enrollment program, College Credit Plus (CCP), are explored. Approaching this case study from a critical race theory (CRT) framework allows the voices and experiences of students of color to serve as reliable data upon which to evaluate this phenomenon. Three major themes emerged from this study: implicit biases among counselors and teachers, lack of care and support of educational goals and dreams, and lack of social capital to obtain knowledge about the CCP program. The results of this qualitative study expand the conversation about dual enrollment to include the voices of marginalized students. The study provides evidence that a different approach is needed in how we identify, support, and enroll African American students into the CCP program. This study provides practical ways to increase the access and enrollment of African American students into the CCP program.

Committee: Lucian Szlizewski (Advisor); Kate Rousmaniere (Committee Co-Chair); Gwen Etter-Lewis (Committee Member) Subjects: African Americans; Education; Higher Education

Doctor of Philosophy, The Ohio State University, 2019, Educational Studies

Rural students represent nearly one-quarter of the students educated by our nation's public education system, yet they are often underrepresented in educational policy research. Rural students are also underrepresented in the existing literature on postsecondary decision-making. This study aims to address these gaps in the literature by assessing how well Ohio's College Credit Plus (CCP) policy addresses the barriers to and supports for college enrollment of high school students in high-poverty rural areas. Findings from this research demonstrate the ways in which CCP's goals of increasing equity and efficiency compete with one another, the importance of considering context for policy implementation, and how the policy's unintended consequences create barriers for students in this study. Additionally, findings from this study provide insight to how these students' families, schools, and communities serve as supports for and barriers to their decision to attend college and for their execution of that decision. Findings from the research are used to recommend changes to Ohio's College Credit Plus policy that would better address rural students' supports and barriers to college enrollment and to encourage areas of future research to examine questions that remain unanswered.

Committee: Ann Allen (Advisor); Antoinette Errante (Committee Member); Linda Lobao (Committee Member); Bryan Warnick (Committee Member) Subjects: Education; Education Policy

PHD, Kent State University, 2019, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

Dual credit programs afford high school students the opportunity to earn college credit prior to graduation while exposing them to the rigor and culture of college, which may help make college more accessible to first-generation college students and underserved populations. The purpose of this study was to understand students' dual credit experiences in two cases: College Composition classrooms at a high school and on a college campus in spring 2018. The study also examined students' adoption of the role of college student and the ways in which Ohio's version of dual credit, College Credit Plus, provided college experiences at each site from a programmatic standpoint. Employing a qualitative case study design, I collected data through observations; interviews with seven focal students, their instructors, and two administrators; and writing samples. Analysis resulted in four cross-case findings: the instructors' approach shaped the students' experiences; students' ability to adopt the college student role was influenced more by their motivation for participating in dual credit than by the location where they took the course; choices by secondary administrators and instructors can result in multifaceted college experiences at a high school; and finally, dual credit experiences can have far-reaching outcomes, including decisions to opt out of college education. The findings point to the need for thorough education about the risks and rewards of dual credit for students and families as well as for thoughtful and deliberate planning by the secondary and postsecondary partners in dual credit relationships.

Committee: William Kist PhD (Committee Chair); Jennifer Walton-Fisette PhD (Committee Member); Tricia Niesz PhD (Committee Member) Subjects: Composition; Education Policy; Higher Education; Secondary Education

Doctor of Philosophy, The Ohio State University, 2018, Public Policy and Management

Higher education has increasing importance to our economic and social well-being. Dual enrollment is a policy tool used to encourage high school students to pursue, persist, and succeed in higher education by smoothing students' transition from high school to higher education. Although there is a growing literature seeking to measure the impact of dual enrollment on students' higher education outcomes, it suffers from limited generalizability and a lack of theory to explain its potential impact. Because dual enrollment is growing in popularity with the expectation that it will improve students' higher education outcomes, this dissertation seeks to both understand dual enrollment's underlying theory and measure its impact on Ohio's students. This dissertation explores theories of emerging adulthood, anticipatory socialization, and role rehearsal in framing the possible mechanisms by which dual enrollment may benefit students. I empirically explore the state-wide impact of College Credit Plus, an Ohio law that requires school districts to offer dual enrollment at no charge to students. Using a synthetic comparison group, the impact of College Credit Plus on Ohio students' higher education enrollment is uncertain, but the impact on persistence in enrollment from year one to year two is larger than an Ohio synthetic comparison state without College Credit Plus. Next this dissertation includes a descriptive analysis of dual enrollment in Ohio. Participation increases steadily until College Credit Plus was enacted, at which point participation increase more quickly. One goal of College Credit Plus is to diversify higher education in Ohio; findings show that dual enrollment participation is lower among underrepresented groups, and the gap is growing. A different strategy is then employed to model dual enrollment outcomes using a fixed effects model of school districts. This model measures the relationship between dual enrollment participation among each g (open full item for complete abstract)

Committee: Joshua Hawley PhD (Committee Chair); Amanda Girth PhD (Committee Member); Robert Greenbaum PhD (Committee Member) Subjects: Public Administration

Doctor of Philosophy (Ph.D.), University of Dayton, 2017, Educational Leadership

This study investigated the impact that instructor type (high school teacher or college faculty) and educational venue (high school or college campus) had on the academic achievement of dual enrollment students as measured by overall course grades in First-Year Composition and College Algebra courses. A pre-existing data set from a large Midwestern urban community college, spanning two academic years was used in the analysis. The researcher analyzed the data using descriptive methods, as well as two separate statistical analysis methods: an independent samples t-test and a one-way between groups ANOVA. The results revealed that, in general, dual enrollment students in First-Year Composition taking courses from a high school teacher scored higher and performed better in terms of overall course grades compared to dual enrollment students in First-Year Composition who were taking courses from college faculty. However, dual enrollment students in College Algebra taking courses from a high school teacher faired similarly to dual enrollment students in College Algebra taking courses from a college faculty member. The results also revealed that the Delivery Model (i.e., high school teacher on a high school campus, college faculty on a high school campus, or college faculty on a college campus) did impact the overall course grade of dually-enrolled students in First-Year Composition but not in College Algebra. The findings are discussed in terms of further research and practice.

Committee: Thomas Lasley II Ph.D. (Committee Chair); Joseph Valenzano III Ph.D. (Committee Member); Michele Welkener Ph.D. (Committee Member); Mary Ziskin Ph.D. (Committee Member) Subjects: Community College Education; Education; Education Policy; Educational Evaluation; Higher Education; Secondary Education; Teacher Education