Dual Enrollment: A Qualitative Study of a Program in a Metropolitan Area of Georgia (Dissertation Sample)

DUAL ENROLLMENT: A QUALITATIVE STUDY OF A PROGRAM IN A METROPOLITAN AREA OF GEORGIA
by
Name
A Dissertation Presented in Partial Fulfillment
Of the Requirements for the Degree
Doctor of Philosophy
University
January 2013
© Porsha Miley-Denson, 2013
Abstract
This study was conducted with the aim of establishing the effectiveness of the dual enrolment program as currently conducted between high school and college. It was contributory to the studies that have been previously conducted on college education, high school transition into college and the overall dual enrolment program. While conducting this research, a sample of 20 respondents was used all from the same location geographically and approximately the same age group. Unlike most of previous research, this study focused more on the opinions of the students who had undergone the program rather than the grade performance and judgment accorded by their instructors. As such, most of the research takes on a qualitative aspect due to the focus of the study, rather than descriptive analyses of the performance of the students.
The analysis of the findings reveals that the students found the program effective although they had a few recommendations for change that could be implemented in order to make it better. It was also noted that the program tends to focus more on the literary aspect of education often ignoring social and emotional development. These were some of the needs that would need to be implemented should the program need to be improved. However, most of the students indicate a strong preference for use of the program and advocate for others to join it due to the benefits it makes available to them.
Recommendations are made for the changes that should be made to the program to make it more effective. Further research is also suggested in this line of study to ensure that the remaining gaps will be covered. Generally though, the findings of the study advocate for more students and schools to use the program in their system.
Dedication
This paper is dedicated to all of the educational institutions that are providing students with a way to excel not only in the high school setting, but in the college setting as well. This paper is also dedicated to all of the students who are taking the initiative to advance their education through taking advanced placement classes.
Acknowledgments
First and foremost, I would like to give all praises to my heavenly father for providing me with the strength and courage to complete this journey in my life; I would not be here at this moment if it was not for him. I thank my grandparents, Myrtis and Jonathan Folmar Sr. and Emma Law, for instilling in me the values of being a hard worker. I thank my parents, Brenda Miley-Roberts (mother), Ricky Law (father), and Lance Roberts (step-father) for always believing in me and encouraging me to better myself. I thank my husband, Marvin Denson II, for being there for me no matter what the circumstances. I would be remiss if I did not thank my siblings, Ricky Miley (brother), Erica Miley (sister), Antonio Miley (brother), Lance Roberts (brother), Pearlie Scott (sister), Xavier Belcher (brother), and Quanricka Battle (sister) for all of the support that brothers and sisters give to one another. Everyone has best friends that are there in every way possible and I would like to thank, Telishia Dunlap and Valentina White-Sturrup, for endless support in my journey. In order for me to have reached this point it would not have been done without my dissertation chair, Dr. Song Hongzhuan, Thank you Dr. Patricia Gulliory and Dr. Letitia Glover for all of your expert advice. Thanks to everyone who took out the time to either read or provide advice to me concerning my dissertation and for those of you who helped me in other ways also. It has been a long time coming and somebody prayed for me. I thank you all.
Table of Contents
Acknowledgments iv
List of Tables viii
List of Figures ix
CHAPTER 1. INTRODUCTION 1
Introduction to the Problem 1
Background, Context, and Theoretical Framework 2
Statement of the Problem 4
Purpose of the Study 5
Research Questions 7
Rationale, Relevance and Significance of the Study 7
Significance of the Study 8
Nature of the Study 9
Definition of Terms 10
Assumptions and Limitations 11
Organization of the Remainder of the Study 12
CHAPTER 2. LITERATURE REVIEW 13
Introduction to the Literature Review 13
Theoretical Framework 16
Historical Perspective of Concurrent Enrollment 18
Types of Concurrent Enrollment Programs 23
Functions of Concurrent Enrollment Programs 28
Benefits of Concurrent Enrollment Programs 32
Concerns and Issues with Concurrent Enrollment Programs 35
Research Conducted on Concurrent Enrollment 39
Chapter 2 Summary 42
CHAPTER 3. METHODOLOGY 44
Introduction to Chapter 3 44
Purpose of the Proposed Study 44
Research Questions 45
Research Design 45
Population, Sampling, and Method 47
Instrumentation 49
Field and Pilot Test 49
Data Collection and Operationalization of Variables 51
Data Analysis Procedures 52
Validity and Reliability 53
Expected Findings 55
Ethical Issues 55
Chapter 3 Summary 56
CHAPTER 4. DATA ANALYSIS AND RESULTS 57
Introduction 57
Description of the Sample 59
Demographic Data 60
Findings 62
Analysis Summary 78
CHAPTER 5. CONCLUSIONS AND DISCUSSION 83
Introduction 83
Discussion Overview 83
Analysis of Findings 85
Limitations 91
Implications of the Results for Practice 93
Recommendations for Further Research 94
Conclusion 96
REFERENCES 98
APPENDIX A. INTERVIEW GUIDE 113
List of Tables
Table 1. Research Matrix 50

Table 2. Reported Preparedness for the Dual Enrollment Program 63
Table 3. Reported Descriptions of the Dual Enrollment Program 64
Table 4. Reported Factors that Most Helped Learning in the Dual Enrollment Program 66
Table 5. Reported Hindrances to Learning 67
Table 6. Ability to do College Work 69
Table 7. Reported Approaches Utilized for College Preparation 70
Table 8. Perceptions of Content Delivery 72
Table 9. Changes Need To Improve College Preparation 74

Table 10. Facets to Drop 75
Table 11. Reported Facets That Need To Be Added 76
Table 12. Overall Program Experience 77
Table 13. Recommend Program 78
List of Figures
Figure 1. Race/Ethnic Origin of Participants 60
Figure 2. Age of Participants 61CHAPTER 1. INTRODUCTION
Introduction to the Problem
Too many students are not graduating from high school, and even among those who do, many are not prepared for postsecondary education and the world of work (Kreuger, 2006). The need for reform in the United States “educational system has been the subject of several national reports (A Nation at Risk, Raising Our Sights: No Senior Left Behind, High School of the Millennium) and, most recently, national legislation (No Child Left Behind)” (2006). Central themes expressed as needed for the reform movement include providing students with rigorous academic opportunities, increasing the accountability measures of school systems, and providing for pathways and opportunities for student engagement in post-secondary education.
The reform movement has brought about dual enrollment programs, which are more recognized as concurrent enrollment programs. Concurrent enrollment programs have existed for over thirty years; however, the enrollments have recently grown rapidly by encouraging high school students to take college credit classes while still in high school (Bailey, Hughes, & Karp, 2003). Concurrent enrollment programs have used various names, but for this study the term dual enrollment will be used. According to Andrews (2004), concurrent enrollment programs are collaborative efforts between high schools and colleges. With this collaboration, high school students (usually juniors and seniors) are permitted to enroll in college courses. These programs provide students with a challenging academic experience and the opportunity to earn college credit prior to high school graduation.
The vision of most dual enrollment programs is to make sure that students are able to achieve academically through more rigorous work. Although concurrent enrollment courses do not always result in high school credit (Hughes, Karp, Bunting, et al., 2005), dual credit is very common. Students that participate in dual enrollment programs are privy to college education, while still undertaking high school studies. Although there is a large amount of literature on concurrent enrollment, most of it focuses on program implementation or descriptive student outcomes (Golan & Hughes, 2008; Karp & Hughes, 2008).
Dual enrollment was established for students, but interestingly, there is little literature on the after effects of the dual enrollment program from the graduate’s perspective. Graduates are an important aspect just as the students who are currently going through a dual enrollment program. Henize (2006) states that , dual enrollment participants believe a program thrives when they can help improv...