Poverty Levels and Dual Enrollment Demographics and Their Effect on Mississippi High School Graduation Rates PDF Download
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Author: Amanda Leigh McCarter Powell
Publisher:
ISBN:
Category : College credits
Languages : en
Pages :
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Book Description
Despite the fact that education plays a vital role in the success of an individual and society as a whole, it is estimated that 1 of every 4 students will not receive a high school diploma four years after starting ninth grade. In an effort to decrease dropout rates and increase graduation rates of high school students, educators are searching for nontraditional methods to increase student achievement. One such method, dual enrollment, involves community colleges in the role as facilitators. While preliminary research indicates a relationship between dually enrolled students and high school graduation, additional data is needed on student demographics and achievement. To build and improve upon the dual enrollment programs of Mississippi's community colleges, it will be important to know the participation levels and their effect on graduation rates. The purpose of this study was two-fold: 1) To examine the proportions of students participating in Mississippi Community College Dual Enrollment Programs based on various demographics. 2) To determine the degree to which Mississippi Community College Dual Enrollment demographics and poverty levels of Mississippi public schools affect high school graduation rates of Mississippi's Community College Districts. Data were obtained from the State Board of Community and Junior Colleges and the Mississippi Department of Education. Demographic variables chosen for the study included gender, race, curriculum and poverty level. Data from each public school was grouped according to the corresponding community college district, allowing the researcher to better establish the proportions of students participating in dual enrollment and the poverty level of public school students within the district. These proportions were then analyzed to find correlation between demographics and graduation rates of the community college district. Results indicate a low overall percentage of students participating in dual enrollment and disproportioned percentages between community college districts. Regression analyses indicate that race, gender and curriculum did not contribute significantly to the prediction of graduation rate. However, high poverty levels did show a significant relationship to lower graduation rates. Additionally, in every district females were dually enrolled at rates higher than males, and students were enrolled in academic courses notably more than technical/vocational courses.
Author: Amanda Leigh McCarter Powell
Publisher:
ISBN:
Category : College credits
Languages : en
Pages :
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Book Description
Despite the fact that education plays a vital role in the success of an individual and society as a whole, it is estimated that 1 of every 4 students will not receive a high school diploma four years after starting ninth grade. In an effort to decrease dropout rates and increase graduation rates of high school students, educators are searching for nontraditional methods to increase student achievement. One such method, dual enrollment, involves community colleges in the role as facilitators. While preliminary research indicates a relationship between dually enrolled students and high school graduation, additional data is needed on student demographics and achievement. To build and improve upon the dual enrollment programs of Mississippi's community colleges, it will be important to know the participation levels and their effect on graduation rates. The purpose of this study was two-fold: 1) To examine the proportions of students participating in Mississippi Community College Dual Enrollment Programs based on various demographics. 2) To determine the degree to which Mississippi Community College Dual Enrollment demographics and poverty levels of Mississippi public schools affect high school graduation rates of Mississippi's Community College Districts. Data were obtained from the State Board of Community and Junior Colleges and the Mississippi Department of Education. Demographic variables chosen for the study included gender, race, curriculum and poverty level. Data from each public school was grouped according to the corresponding community college district, allowing the researcher to better establish the proportions of students participating in dual enrollment and the poverty level of public school students within the district. These proportions were then analyzed to find correlation between demographics and graduation rates of the community college district. Results indicate a low overall percentage of students participating in dual enrollment and disproportioned percentages between community college districts. Regression analyses indicate that race, gender and curriculum did not contribute significantly to the prediction of graduation rate. However, high poverty levels did show a significant relationship to lower graduation rates. Additionally, in every district females were dually enrolled at rates higher than males, and students were enrolled in academic courses notably more than technical/vocational courses.
Author:
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Category :
Languages : en
Pages :
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Author:
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Category : Dissertations, Academic
Languages : en
Pages : 594
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Author:
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ISBN:
Category : Education
Languages : en
Pages : 352
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Author: Lawrence R. Mishel
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 112
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Book Description
In a knowledge-driven economy, those without at least a high school diploma will be far more limited in their work prospects than those with one. But scholars and educators disagree on the rate of graduation in U.S. high schools. Some new statistics seriously understate minority graduation rates and fail to reflect the tremendous progress in the last few decades in closing the black-white and the Hispanic-white graduation gaps. Rethinking High School Graduation Rates and Trends analyzes the current sources of available data on high school completion and dropout rates and finds that, while graduation rates need much improvement, they are higher, and getting better.
Author: Debra H. Harris
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 132
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In December 2015, the Every Student Succeeds Act (ESSA) asked each state to design a plan to hold accountable their State Education Agency to provide flexible pathways to college and career with a commitment to ensure personalized learning and equitable opportunities for high school learners. With decades of effort to provide personalization through college and career pathways, the Vermont House and Senate Committees on Education holds its Agency of Education (VAOE) responsible for reporting how the Agency increases high school graduation rates and reduces dropout rates through the state-funded dual enrollment program. As State Education Agencies implement their ESSA plans, the literature provides a historical perspective of personalized learning, college and career readiness, and the dual enrollment pathway adopted by all 50 States. As a quantitative study of secondary data from the VAOE and the New England Secondary Schools Consortium (NESSC), this study explored the effect of program outcomes for subgroup dual enrollment voucher usage for gender, Special Education, Economically Disadvantaged, and the English Language Learner. The research further examined the number of high schools that participated in the state-funded dual enrollment program and its effects on graduation and dropout rates. The evidence for voucher usage and an increase in the number of participating high schools was not strong enough to suggest a positive effect exists to influence state graduation rates or reduce dropout rates. However, this study found that a decrease, rather than an increase in the number of participating high schools was a statistically significant predictor to reduce the state's dropout rate. The insights gained through this study and its implications on dual enrollment configuration remain fruitful for future research. Therefore, it is only through continued examination of the nuances of state-sponsored dual enrollment programs and their configuration that state policymakers, State Education Agencies, high school leadership, and community college and university decision-makers can personalize learning through this pathway, and prepare its community of learners now and into the future.
Author: Arna A. Nance
Publisher:
ISBN:
Category :
Languages : en
Pages : 44
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Book Description
Graduation rates in community colleges in academic programs are declining, which negatively impacts funding for these institutions. Enrollment processes of community colleges, and the ease of transferring credit hours, deter students from meeting criteria for graduation. The objective of this study is to determine the effect that residential housing has on graduation rates among community college students in Mississippi. The study used a quantitative, cross-sectional research design to look at graduation rates over a 2-year period of time to study graduation rates of residential and commuter students controlling for other demographic characteristics. A higher percentage of commuter students (18%) graduated within normal time than did residential students (11%). Graduation rates of 150% of time was approximately the same (35%). Subsequently, more residential students (54%) than commuter students (49%) graduated at 200% time.
Author: Angeles M. Perez
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
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The purpose of this journal ready dissertation was to ascertain the relationship of high school size with graduation rates and postsecondary enrollment status for students in Texas. In the first study, the relationship of school student enrollment percentages with graduation rates for Black, Hispanic and White graduates was examined. In the second study, the extent to which school poverty was related with graduation rates for Black, Hispanic, and White graduates was ascertained. Finally, in the third research article, the relationship between school poverty and postsecondary enrollment status of Texas graduates was determined. Analyzed in each empirical investigation were two years of statewide public school data. A non-experimental, causal-comparative research design (Johnson and Christensen, 2012) was utilized in this investigation. Archival data were obtained from the Texas Education Agency Academic Performance Report database for the 2012-2013 and 2013-2014 school years. The variables that were analyzed as a function of school size and school student enrollment poverty percentages for students in Texas were: graduation rates, enrollment in Texas higher education institution rates, and completion of one year of Texas higher education without remediation rates. Statistically significant results were revealed in each of the three investigations. An examination of graduation rates for Black students as a function of school size revealed that Moderate-Size schools was the optimal size. Hispanic students however, had higher graduation percentages from Large-Size schools with White students having higher graduation percentages from Small-Size schools. Graduation rates of Black, Hispanic, and White students differed by school student enrollment poverty percentages. For Black and Hispanic students, the highest graduate percentages were from High Poverty schools whereas Low Poverty schools had the highest graduate percentages for White students. Lastly, the postsecondary enrollment status of high school graduates differed as a function of school poverty. High Poverty schools had the lowest enrollment rates in higher education institutions and the lowest completion rates of one year of higher education without remediation. Results from this journal-ready dissertation were congruent with much of the recent empirical literature. Implications for policy and recommendations for research were provided.
Author: Amy Renee Ambrose
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
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Archival data from the Texas Education Agency Academic Performance Report were analyzed to examine the relationships between high school enrollment size and dropout rates, GED recipient rates, and graduation rates for students in poverty. Statistically significant differences were determined in dropout rates and graduation rates for students in poverty as a function of high school size. In both school years, high schools with lower student enrollment had higher dropout rates and lower graduation rates for student in poverty than high schools with higher numbers of students enrolled. Only for 2014, were the 4-year longitudinal GED recipient rates the highest in small size high schools when the UIL classifications were used. Implications of these results for policy and for practice are provided. The electronic version of this dissertation is accessible from http://hdl.handle.net/20.500.11875/2180
Author: Christian David Pruett
Publisher:
ISBN: 9781109272406
Category : Academic achievement
Languages : en
Pages : 102
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Book Description
Retention and matriculation are topics of heavy debate and inquiry in higher education as rising tuition costs, coupled with declining state support, have fueled the need for increased accountability. In Mississippi, few studies have been conducted that are unique to the public universities in the state in order to analyze success factors in higher education. The purpose of this study was to analyze these success factors at Mississippi's public universities as measured by successful degree completion within a six-year time period. This study analyzed High School gpa, act Scores, Parental Income Levels, Parental Education Levels, Ethnicity, and Gender. Academic, demographic and socioeconomic data were gathered on two cohorts of resident first-time, full-time students attending a Mississippi Institution of Higher Learning. A total of 5,603 students were included in the study from the fall 2001 and 2002 semesters. Transfer students were not included in the study. A successful completer was defined as completing a bachelor's degree within six-years of enrollment. Students still enrolled in the seventh year were not included. In addition, students seeking an Associate's Degree were also not included. Descriptive statistics revealed that graduation rates fluctuated depending on high school gpa, act scores, income and parental education levels. The most significant differences in graduation rates occurred when analyzing high school gpa and income statistics. These findings were supported when logistic regression analysis was employed. Logistic regression analysis was used to analyze these factors compared to graduation rates for the state, and by type of institution. In Mississippi, there are four regional universities and four research universities. High school gpa and parental income were significant predictors in all three models, while act was significant when analyzing data for the system. For research universities, the education level of the father was significant. For regional universities, ethnicity was a significant predictor. In all, universities should develop a deeper understanding of the socioeconomic background of students in order to ensure that proper scaffolding is in place to ensure successful matriculation. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
