Dissertation Information for Michael E. Richardson NAME: - Michael E. Richardson
DEGREE:
- Ph.D.
DISCIPLINE:
- Education
SCHOOL:
- Indiana University (USA) (2005)
ADVISORS: - Leonard Burrello
COMMITTEE MEMBERS: - Daniel J. Mueller - Barry Bull
MPACT Status: Incomplete - Not_Inspected
Title: Investigating a type III concurrent enrollment partnership (CEP): An evaluation of the Advance College Project at Indiana University
Abstract: This case study includes a detailed description of the Advance College Project (ACP) and combines qualitative and quantitative techniques to investigate program quality and to determine the relationship between ACP experience in high school and persistence and achievement in college.
First, stakeholder perceptions were collected by surveys and interviews of sophomore, junior and senior college students with high school ACP experience, high school teachers of ACP courses, college faculty who serve as program liaisons, high school principals whose schools offer ACP courses and ACP program administrators. Those perceptions generally support the claims made for ACP in program materials. Students, teachers, and principals perceive ACP to be a program with high academic expectations that provides students with an academic head start on college course work. However, students do not perceive ACP to influence their choice to enroll in college or their chances of completing a college degree. Teachers, while committed to the maintenance of current ACP courses, are divided over the issue of whether ACP participation should be expanded at their schools. Principals, by contrast, do seek such expansion. Further, principals do not perceive the professional development for teachers involved in ACP as a significant reason for having initiated the program at their schools.
Second, student academic data were analyzed. This study indicates a positive relationship between participation in ACP in high school and persistence and achievement in college. In fact, ACP participation is more highly related to college completion than are first semester college grade point average, SAT scores, and high school class rank. ACP participation seems to have a greater effect on students with average SAT scores and high school class rank than higher- and lower-achieving students.
On the basis of these findings, several recommendations are made about the program and about future research, including greater program emphasis on the possible college persistence effects of ACP, especially for average students, and the investigation of teachers' uncertainty about expanding the program and principals' failure to see the professional development elements of ACP as important to the initiation of the program.
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MPACT Scores for Michael E. Richardson A = 0
C = 0
A+C = 0
T = 0
G = 0
W = 0
TD = 0
TA = 0
calculated 2010-10-18 20:28:41
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