Dual enrolment has become a popular phenomenon in the education realm in the last one decade. Community colleges are increasingly collaborating with high schools to enable high school students undertake college-level courses while still in high school. This prepares high school students for the realities of college education and socialises them into the norms, attitudes, behaviours, and expectations of college life, in addition to reducing the time and cost of college education. However, challenges such as difficulties in credit transfer, little or no confidence in dual credit courses on the part of colleges and faculty members, lack of a strong policy framework, and ensuring equitable participation abound. These are concerns that college administrators must handle if dual enrolment is to be more successful. It is particularly important for the leaders of community colleges to adjust structures, processes, and practices at their institutions if the fairly new collaboration between secondary and postsecondary education is to yield the desired outcomes.
A study that utilised data from the Wabash National Study of Liberal Arts Education, a longitudinal survey of first-year college students, found that dual enrolment was positively associated with GPA during the first year of college (An, 2015). The study particularly found that students who were dually enrolled were more academically engaged and motivated than those who were not. Dual enrolment enables students to undertake and enjoy challenging courses, be more engaged in learning, as well as take part in activities and practices that contribute positively towards their academic outcomes such as collaborative learning and student-faculty contact. Nonetheless, this does not necessarily imply that dual enrolees do not encounter difficulties in their college learning. Instead, even though college is generally overwhelming for most students, dual enrolment may give one the advantage of perseverance (Kanny, 2015). It gives participants more hardiness for transitioning into college and surviving the associated pressures. This is why Karp (2015, p. 105) describes dual enrolment as "a powerful college completion strategy."
Due to better academic performance, dual enrolees are less likely to undertake remedial courses during college education compared to the typical college student (An, 2015). This means that participating in dual enrolment may reduce the incidence of college dropout and increase college graduation rates. As put by Karp (2016), participants of dual enrolment programs tend to have the academic momentum needed to complete college education as they are more likely to score better grades once in college. In essence, dual enrolment may be important for college success in terms of not only GPA, but also persistence and degree completion.
Whereas dual enrolment may have a positive impact on academic performance at the college level, it is important to acknowledge that little research has been conducted in this area. Indeed, dual enrolment is a fairly recent phenomenon. More scholarly attention is required to determine if dual enrolment actually improves academic performance. Furthermore, as shown by An's (2015) study, dual enrolment was found to be positively associated with academic performance only during the first year of college. It is quite unclear whether dual enrolment participants would remain academically engaged and motivated throughout their entire college life. More importantly, academic performance and educational attainment in general are predicted by a combination of multiple factors such as demographic characteristics, cognitive factors, and teaching methods, and not necessarily dual enrolment.
The benefits of dual enrolment can as well be viewed from the perspective of socialisation. Becoming a college student may not be as straightforward as often thought. It is a process that may require more than just academic preparation. Generally, certain attitudes and behaviours are vital for managing constantly occurring situations during college education. These attitudes and behaviours are best learned via experiences. Dual enrolment provides an ideal opportunity for socialising high school students into college life (An, 2015). It offers a transitional episode during which students learn the norms, attitudes, and behaviours associated with college life, ultimately making the process of navigating the college system easier (Karp, 2015). Therefore, dual enrolees may be better placed to meet the expectations of the college environment compared to typical college enrolees. Indeed, dual enrolment facilitates the development of both academic and non-academic skills.
Dual enrolment can also reduce the time and costs associated with college education. College education remains a time consuming and costly undertaking for most students. Indeed, one of the factors that have negatively affected college enrolment rates is cost. The cost of college education has soared significantly over the years, making it quite unaffordable to most low-income populations (Karp, 2016). This challenge is further compounded by the length of college degrees. Since credits earned from dual enrolment can be transferred to college, students can spend less time and costs on college education, making college education attainable for more high school graduates. Dual enrolment can save families hundreds or thousands of dollars in college fees (Karp, 2015). Dual credit courses can as well earn students up to 2 years of postsecondary credits prior to joining college (Ferguson, Baker & Burnett, 2015). Indeed, dual enrolment offers a valuable way of saving money as well as completing college education faster. However, this may not always be true. Some commentators have actually termed the argument that dual enrolment saves time and cost as an exaggeration (Karp, 2016).
Dual credit programs have been around for decades, allowing a large body of evidence to emerge. The evidence from the past twenty years have also permitted longitudinal studies that reveal the efficacy of dual credit programs in promoting models for peace in higher education. Dual credit programs are executed differently in different states. Program feature diversity and results from empirical literature also permits the body of literature to inform best
" (Halpin and Burt, 1998) DuBois states: "The history of the American Negro is the history of this strife -- this longing to attain self-conscious manhood, to merge his double self into a better and truer self. In this merging he wishes neither of the older selves to be lost. He would not Africanize America, for America has too much to teach the world and Africa. He would not bleach
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…Chapter 1IntroductionStudent truancy is a growing problem in the United States. Over the last twenty years the truancy rates have grown nationwide with the highest rates in inner cities (Jacob & Lovett, 2017). Research indicates that student truancy leads to potential socially deviant behavior in adulthood (Dronkers, Veerman, & Pong, 2017). Many students who are absent for prolonged periods are more likely to perform poorly academically, risking failure in classes
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