Secondary to Postsecondary Technical Education Transitions: An Exploratory Study of Dual Enrollment in Georgia
Abstract
An exploratory study of credit-based transition programs was conducted to better understand the processes, outcomes, facilitators, and barriers to high school student access to and continuation in postsecondary education. This qualitative case study research examined characteristics and operations of dual enrollment programs and their links to key transition outcomes to address the question: Do credit-based-transition programs, specifically dual enrollment, facilitate college access and success for students who participate in them? Research questions focused on organization, participation, and outcomes of dual enrollment in the state of Georgia. Findings from site visits to technical colleges and high schools address emerging issues in organization, staffing, credit policies, funding, collaboration, student characteristics and motivation, programs of study, barriers to student access, benefits to students, follow-up, and program outcomes. This research is the first phase of a longitudinal, comprehensive multi-method study of dual enrolled students in Georgia and factors related to their transition into postsecondary education and work.
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In Harnish and Lynch (2005), dual enrollment students reported that helping them make choices regarding their careers was a benefit of participating.
“Dual enrollment students also reported that benefits to participating included exposure to college, increased options, and helping them to make choices regarding their careers.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Harnish and Lynch (2005)
In Harnish and Lynch (2005), gaining college credit was a major incentive for high school students to participate in dual enrollment courses.
“By analyzing focus group interviews of 43 high school students from six different schools, the researchers found two major incentives for participating in dual enrollment courses; these incentives included gaining college credit and increasing their earning potential.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Harnish and Lynch (2005)
In Harnish and Lynch (2005), increasing earning potential was a major incentive for high school students to participate in dual enrollment courses.
“By analyzing focus group interviews of 43 high school students from six different schools, the researchers found two major incentives for participating in dual enrollment courses; these incentives included gaining college credit and increasing their earning potential.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Harnish and Lynch (2005)
In Harnish and Lynch (2005), high school students reported that friends were the most significant factor influencing their decisions to enroll in dual credit courses.
“The high school students reported that friends were the most significant factor influencing their decisions to enroll in dual credit courses.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Harnish and Lynch (2005)
In Harnish and Lynch (2005), dual enrollment students reported that exposure to college was a benefit of participating.
“Dual enrollment students also reported that benefits to participating included exposure to college, increased options, and helping them to make choices regarding their careers.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Harnish and Lynch (2005)
In Harnish and Lynch (2005), administrators reported that enrollment increased by 10% as a result of more students participating in dual enrollment.
“Lastly, administrators reported that enrollment increased by 10% as a result of more students participating in dual enrollment.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Harnish and Lynch (2005)
In Harnish and Lynch (2005), the admission test was identified as a barrier inhibiting enrollment in dual credit classes.
“A barrier identified as inhibiting enrollment in dual credit classes was the admission test.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Harnish and Lynch (2005)
In Harnish and Lynch (2005), dual enrollment students reported that increased options was a benefit of participating.
“Dual enrollment students also reported that benefits to participating included exposure to college, increased options, and helping them to make choices regarding their careers.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Harnish and Lynch (2005)
Cites
The Discovery of Grounded Theory: Strategies for Qualitative Research
Glaser, B. G., & Strauss, A. L. (2017) · Aldine (Routledge reprint) · doi:10.4324/9780203793206 · Cited by 25,789 · see citing works
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The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings
Fletcher ., E. C., & Zirkle, C. (2009) · Career and Technical Education Research · doi:10.5328/cter34.2.81 · Cited by 44 · see citing works
- Authors
- Harnish, D., & Lynch, R. L.
- ORCID
- Lynch, Richard L.
- Venue
- Career and Technical Education Research
- Published
- 2005-01-01
- Volume
- 30
- Issue
- 3
- Pages
- 169-188
- ISSN
- 1554-754X (ISSN-L)
- 1554-7558
- OpenAlex
- W2050511643
- Cited by
- 31
- References
- 1
- Citations by year
- 2024: 1 · 2023: 1 · 2021: 1 · 2020: 2 · 2019: 3 · 2018: 1 · 2017: 1 · 2016: 4 · 2015: 3 · 2014: 2 · 2013: 2 · 2012: 3
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Career and Technical Education Research (publishedVersion)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Education › Education Systems and Policy
- Social Sciences › Safety Research › Disability Education and Employment
- Keywords
- dual enrollment, secondary-to-postsecondary transition, college access, technical colleges, high school students, college success, program outcomes, Georgia
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