ERIC Number: EJ1021936
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Dual Enrollment Variables and College Student Persistence
D'Amico, Mark M.; Morgan, Grant B.; Robertson, Shun; Rivers, Hope E.
Community College Journal of Research and Practice, v37 n10 p769-779 2013
In the knowledge economy, now more than ever, students are encouraged to attend an institution of higher education. Students actively search for resources to assist them in their progress toward a college degree, even before high school graduation. Dual enrollment is an opportunity for students to complete college courses while still in high school, and it encourages stronger collaborations between K-12 and higher education. The purpose of this study was to explore the relationship between demographic and policy variables in South Carolina technical college dual enrollment programs and first-to-second-year persistence of dually enrolled students once entering college. All participants in this study were high school students who continued at a technical college after graduation. Outcomes were analyzed using logistic regression to determine persistence, defined as first-to-second-year retention. Variables included dual enrollment course type, course setting, ethnicity, gender, and county of residence. Results show that course type and course setting are significant in predicting college student persistence. Recommendations and implications for future research are discussed.
Descriptors: Community Colleges, Dual Enrollment, Academic Persistence, High School Students, Regression (Statistics), Predictor Variables, Ethnicity, Gender Differences, Place of Residence, Educational Policy, State Legislation, Labor Force Development, School Location, Student Attitudes, Student Characteristics, Multivariate Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: South Carolina
Grant or Contract Numbers: N/A