State Policy and Postsecondary Enrollment Options: Creating Seamless Systems

Boswell, Katherine

doi:10.1002/cc.3

Cited by 33 publications

(27 citation statements)

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“…As well, recent research (Kurlaender, 2006) has shown that for Latinos, community colleges are the higher education institution of choice. Because of their open access mission and state and local governing bodies that are similar to-and sometimes the same as-those for K-12 schools, community colleges are often better suited to work with both K-12 schools and other community and civic organizations than four-year institutions, facilitating their role in K-12 educational reform initiatives in their communities (Boswell, 2001;Orr and Bragg, 2001). As demand for college increases, community colleges are logical and appropriate institutions to link high school and college for students heretofore underrepresented in higher education.…”

Section: The Role Of the Community College In Academic Pathwaysmentioning

confidence: 97%

Creating access and success: Academic pathways reaching underserved students

Bragg

Kim

Barnett

2006

New Drctns Community Coll

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This chapter discusses results of a fifty-state study conducted through the Academic Pathways to Access and Student Success initiative, and identifies curricular, instructional, and organizational The aspiration to attend college is nearly universal among American youth, yet the fulfillment of such desires is much more limited. According to the U.S. Department of Education (2004), roughly 90 percent of the 2002 high school sophomore cohort desired a college education, and over 70 percent expected to complete a four-year college degree. In actuality, only 62 percent of this group enrolled in college, and nearly half of the college entrants failed to return for a second year. Those who do not enter or remain in college do not experience the same benefits, such as increased annual earnings, as college graduates (Howe, 1988;Rosenbaum, 2001).The term college access links a number of different issues: how low-and middle-income families pay college costs, how students traditionally underrepresented in higher education overcome discrimination and social disadvantage, and how well high school graduates are prepared for college-level work (Cabrera and La Nasa, 2001

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Section: The Role Of the Community College In Academic Pathwaysmentioning

confidence: 97%

Creating access and success: Academic pathways reaching underserved students

Bragg

Kim

Barnett

2006

New Drctns Community Coll

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“…Policy makers and educators have argued that dual enrollment programs and policies offer students many benefits, which include enriching students' senior year of high school (Allen, 2010), diversifying the high school curriculum (Boswell, 2001), preparing students for college and increasing students' college aspirations (Smith, 2007), and reducing time to a college degree and saving students money (Hoffman et al, 2008). Furthermore, there is accumulating evidence that dual enrollment participation positively influences students' college enrollment, college GPA, college persistence, and college completion (Allen & Dadgar, 2012;An, 2013aAn, , 2013bKarp et al, 2007;Taylor, In press).…”

Section: Literature Review Dual Enrollment Programsmentioning

confidence: 99%

Are Dual Enrollment Students College Ready? Evidence from the Wabash National Study of Liberal Arts Education

Taylor

2015

EPAA

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Abstract:We examine whether dual enrolled students display greater levels of college readiness than nonparticipants. Advocates assert that dual enrollment improves students' college readiness, but despite these assertions, few researchers have evaluated this relationship. Moreover, researchers that do consider whether dual enrollment improves college readiness examine this relationship while students participate in dual enrollment or shortly thereafter. Unlike traditional measures of college readiness that tend to emphasize the cognitive domain of college readiness, we use measures that integrate both cognitive and noncognitive domains of college readiness. We find that students who participated in dual enrollment tend to be more college ready than those who did not earn college credit in high school. The exception is that there is no statistical difference between dual enrollees and non-accelerators in their key transition knowledge and skills. Examinamos si los estudiantes de matriculas duales muestran mayores niveles de preparación para la universidad que los que no participan en ese programa. Los defensores afirman que la doble inscripción mejora la preparación para la universidad de los estudiantes, pero a pesar de estas afirmaciones, pocos investigadores han evaluado esta relación. Por otra parte, los investigadores que si consideran que la doble matrícula mejora la preparación universitaria examinan esta relación mientras los estudiantes participan en doble inscripción o poco después. A diferencia de las medidas tradicionales de preparación para la universidad que tienden a enfatizar el dominio cognitivo de preparación para la universidad, utilizamos medidas que integran dominios cognitivos y no-cognitivos de preparación para la universidad. Encontramos que los estudiantes que participaron en la doble matrícula tienden a ser más preparados para la universidad que los que no ganan créditos universitarios en la escuela secundaria. La excepción es que no hay diferencia estadística entre los inscritos en matriculas duales y los que no en conocimientos y habilidades importantes para los estudios universitarios. El efecto de magnitud de las matriculas duales sólo es superado por el género. Palabras clave: doble matrícula; inscripción simultánea; programas acelerados; factores nocognitivos; preparación para la universidad Estão os Alunos de Matrícula Dupla Preparados para Entrar na Faculdade? Evidências do Estudo Nacional de Artes de WabashResumo: Examinamos se os alunos de inscrição duplas mostram níveis mais elevados de preparação para a faculdade do que aqueles que não participam nesse programa. Os defensores argumentam que a dupla inscrição melhor preparação para os estudantes universitários, mas apesar destas afirmações, poucos pesquisadores avaliaram essa relação. Além disso, os pesquisadores acreditam que, se a dupla prontidão faculdade de inscrição melhora a examinar esta relação, enquanto os alunos participam de matrícula dupla ou pouco depois. Ao contrário de medidas tradicionais de prontidão para facu...

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“…In addition, articulated courses may reduce duplication, tuition costs, the time required to complete a degree, and wasted time during the senior year. Additionally, articulated courses may increase collaboration among high school and community college faculty and encourage students to attend college (Boswell, 2001).…”

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confidence: 98%