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ERIC Number: EJ1274341
Record Type: Journal
Publication Date: 2020
Pages: 15
Abstractor: As Provided
ISSN: ISSN-2637-8965
Dual Credit Financing: Friend or Foe?
Starkey, Kathryn
Educational Research: Theory and Practice, v31 n3 p59-73 2020
This study sought to uncover insight into dual enrollment funding policies and procedures for institutions and their school district partners. Through a social constructivist lens, this phenomenological research study investigated the experiences of first-year, full-time students that had participated in a regional comprehensive university in the west, as seven students participated in semi-structured interviews. Qualitative results yielded implications for practice to improve orientation, staff training, transparency in funding processes, better advising, and funding improvements for school district agreements. The analysis also yields avenues for future research to further delve into dual credit funding policies and ameliorate the limitations in the current study.
Northern Rocky Mountain Educational Research Association. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A