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ERIC Number: ED552418
Record Type: Non-Journal
Publication Date: 2012
Pages: 172
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-4292-0
A Case Study Examining the Influence of Dual Enrollment and High School Advising on Student Persistence in College
Raia-Taylor, Maureen
ProQuest LLC, Ed.D. Dissertation, Northeastern University
This qualitative,descriptive single case study describes the problem of student persistence in college through the theoretical lens of Alexander Astin's Theory of Student Involvement, and Vincent Tinto's Theory of Student Departure. The decline in the college retention rate in the United States over the last twenty years and the high student attrition rate in colleges and community colleges is an issue of national concern. The theories enabled the researcher to narrow the scope of the study to focus on the pre-college experiences, high school faculty advising and dual enrollment, of college sophomores and describe how the perceptions of the study's participants, observations and student data led to the research findings. The relationship of the high school advisors in supporting students while in dual enrollment courses and the perceived influence on college persistence is the focus of the study. The research questions guiding the study were: 1. How are dual enrollment partnerships with support from high school faculty advisors perceived to affect college retention for enrolled students? 2. How do former dual enrollment students enrolled in the sophomore year of college perceive the support they received from high school faculty advisors? The findings revealed that: 1) Student motivation and confidence were positively influenced by advising of dual enrollment students. 2) Dual enrollment and faculty advisor-student interaction led to an understanding of commitment to goals through the use of the Learning Plan. 3) College sophomores viewed the support of high school faculty advisors in encouraging student self-advocacy with dual enrollment professors as having a positive influence on their college experience. 4) Dual enrollment students' in-class interaction with college students aided in their transition to college. The trustworthiness of this study is grounded in the collection and analysis of the data that will guide other researchers in the utilization of the study. Key words: dual enrollment, faculty advisor program, high school/college partnership , student support, student persistence and college retention. The trustworthiness of this study is grounded in the collection and analysis of the data that will guide other researchers in the utilization of the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A