Dual Enrollment in Three Rural Louisiana High Schools
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Curriculum and Instruction
Date of Award
Fall 2015
Abstract
This study involved the identification, categorization, and comparison of effective critical incidents related to high school students’ decisions to enroll or not to enroll in a dual-credit college course. The purpose of this study was to determine factors that cause eligible high school students to enroll or not to enroll in dual-credit courses. For this qualitative study, the researcher applied the critical incident technique (CIT) developed by John Flanagan in 1954. Demographic information and critical incident data were obtained via a written survey conducted by designated high school counselors during the fall of 2015. Participants included 62 high school juniors and seniors from three rural Louisiana high schools. Data analysis was conducted by categorizing themes that emerged from the effective and ineffective incidents reported. An expert panel experienced in dual enrollment programs assisted the researcher in categorizing the critical incidents. A total of 136 critical incidents were reported; 135 effective incidents were recorded into 12 categories and one ineffective incident was recorded in one category. The characteristics of enrolling in dual credit courses that students perceived as most effective included “college preparation,” “college credit,” “job opportunities/security,” and “course interest.” Recommendations for further research are presented.
Advisor
Madeline C. Justice
Subject Categories
Education | Higher Education | Secondary Education
Recommended Citation
Robinson, Esther Jewetta', "Dual Enrollment in Three Rural Louisiana High Schools" (2015). Electronic Theses & Dissertations. 991.
https://digitalcommons.tamuc.edu/etd/991
