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ERIC Number: ED553948
Record Type: Non-Journal
Publication Date: 2013
Pages: 80
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-3586-6
ISSN: N/A
Dual Enrollment: An Analysis of Persistence, Ethnicity and Gender
Habersham, Sherida L.
ProQuest LLC, Ph.D. Dissertation, Capella University
There is a need to quantitatively relate student demographics along with dual enrollment program participation and analyze those associations on postsecondary academic persistence. This task is made more difficult in that there is limited foundation research in these areas. Further, dual enrollment programmatic guidelines differ between states. The field of educational psychology is concerned with the efficiency of educational programs and their effects on student retention. This study seeks to answer whether dual enrollment status, gender, and ethnicity are significantly associated with academic postsecondary academic persistence. Q1 asks if gender is associated with postsecondary academic persistence. Q2 asks if ethnicity is associated with academic postsecondary academic persistence. Q3 asks if dual enrollment is associated with academic postsecondary academic persistence. Using data from the Beginning Postsecondary Studies 04:09, the chi square test of independence was used to determine functional associations. It was determined that gender is significantly associated with postsecondary academic persistence. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Beginning Postsecondary Students Longitudinal Study