Date of Conferral

2022

Degree

Ph.D.

School

Education

Advisor

Stacy Wahl

Abstract

Students graduating from high school are entering college unprepared for college-level academic readiness expectations. High school dual enrollment programs were established throughout the country to help address the lack of college readiness skills among students entering college. Empirical literature presented in this study demonstrates that dual enrollment programs do prepare students for college; however, a gap exists in understanding how these programs are able to accomplish this preparation. The purpose of this basic qualitative study was to gain insight into the perceptions of high school dual enrollment teachers regarding how dual enrollment programs prepare high school students for college. The conceptual framework was based on Conley’s work related to college readiness. Ten participants, who had a minimum of 1 year experience teaching in dual enrollment programs, were interviewed. Interview data were hand coded using a priori codes and in vivo coding to conduct a thematic analysis of the data. The results showed that high school dual enrollment teachers are aware of their responsibility to teach their students college readiness skills and use similar language in expressing what college readiness means. Because this study is unique, the results act as an impetus for new research exploring this topic to further develop and expand dual enrollment programs. The findings of this study can be used to support social change through adding to the body of research that already exists, opening new avenues for further research, and encourage the expansion of dual enrollment programs so that more students can have this advantage when they start college.

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