This dissertation used convergent mixed methods design in a program implementation evaluation of a dual credit program. A binary logistic regression was performed on dual credit enrollment persistence. A stakeholder survey was deployed to parents, administrators, instructors and counselors associated with the dual credit program. A full review of district documents related to dual credit was included as part of the qualitative component. The results of the regression indicated non-significance in the predictor variables for the dependent variable of dual credit persistence. The emergent themes from the survey included concerns about student readiness for dual credit coursework and a need for more course options. This dissertation also revealed a notable gap in the literature related to guidelines for dual credit program implementation for public schools as well as a lack of research examining cognitive and non-cognitive factors in the secondary environment which may impact student participation in dual credit programs. These results and findings highlight the lack of research-based guidance for secondary institutions in the data strategies, program implementation and monitoring for their dual credit programs. Research to investigate secondary-specific effects of dual credit participation is recommended. Further recommendations include development of data strategies and program implementation for dual credit programs for secondary schools.
Date of publication
Dr. Teresa Kennedy, Dr. Kelly Dyer, Dr. Robert Stevens, Dr. Woonhee Sung
Doctor of Education in School Improvement
Fischer, Kristian E., "EVALUATION AND IMPROVEMENT OF PROCESSES AND METRICS IN A DUAL CREDIT PROGRAM" (2023). Education Theses and Dissertations. Paper 16.
Educational Assessment, Evaluation, and Research Commons, Elementary and Middle and Secondary Education Administration Commons, Higher Education Administration Commons, Other Educational Administration and Supervision Commons, Secondary Education Commons