Date of Award

6-8-2010

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Professional Studies in Education

First Advisor

George R. Bieger, Ph.D.

Second Advisor

Holley A. Belch, Ph.D.

Third Advisor

Valeri R. Helterbran, Ed.D.

Abstract

The purpose of this study was to evaluate the difference in persistence from first year to second year, degree attainment within four years, first semester grade point average (GPA), and time-to-degree completion of students who participated in dual enrollment programs, Advanced Placement (AP) programs, both dual enrollment and AP programs, and traditional students. Participation in dual enrollment and/or AP programs was analyzed along with several demographic characteristics and academic performance indicators to determine if participation in AP and/or dual enrollment programs was more of a predictor of first to second year persistence, first semester GPA, degree attainment within four years, and time-to-degree completion than other variables. The data for this study were obtained from the Office of Institutional Research, Planning, and Assessment at Indiana University of Pennsylvania (IUP). The researcher selected the use of longitudinal data because it easily allows tracking the student from the time of matriculation through the expected time of degree completion. The target population for this study was all first-time, traditional first-year students who earned dual enrollment and/or AP credits prior to enrolling at IUP during the fall of 2005. The researcher used descriptive statistics for the initial analysis of data. A Chi-square was used to compare gender and ethnicity of students with dual enrollment credits, AP credits, both dual enrollment and AP credits, and traditional students. A one-way ANOVA was used to determine if participation in dual enrollment and/or AP programs had any influence on first semester GPA or SAT score. In addition, the researcher used a Chi Square to analyze the relationship between the dependent variables “degree attainment,” “persistence,” and “time-to-degree attainment” and the independent variables. The researcher found that students who participated in dual enrollment and/or AP programs had higher retention and four-year graduation rates than those students who did not participate in either program. The study also revealed that participating in dual enrollment and/or AP programs had a significant influence on first semester GPA and time-to-degree-attainment.

Share

COinS