Erscheinungsdatum: 29.11.2015, Medium: Taschenbuch, Einband: Kartoniert / Broschiert, Titel: College Readiness in Participants in Concurrent Enrollment Programs, Autor: Martin, Todd, Verlag: LAP Lambert Academic Publishing, Sprache: Englisch, Rubrik: Erwachsenenbildung, Seiten: 252, Informationen: Paperback, Gewicht: 393 gr, Verkäufer: averdo

Bridging the High School-College Gap ab 86.99 € als gebundene Ausgabe: The Role of Concurrent Enrollment Programs. Aus dem Bereich: Bücher, Wissenschaft, Pädagogik,

Bridging the High School-College Gap ab 90.49 EURO The Role of Concurrent Enrollment Programs

This research explored the factors that influence theplacement of four-year college students intopre-college level courses. Based upon thisliterature review, it appeared that some of thevariables that could predict the placement ofuniversity students into pre-college levelmathematics courses were age, gender, length of timesince previous math course, previous teacher''smethodology, and need for concurrent enrollment inpre-college level English courses. This studyrevealed distinct differences between the grouprequiring only pre-college level math courses and thegroups requiring remedial English. The mostsignificant predictors for determining placementappearing to be age, gender, major, time span, andself perception. This study concluded with adiscussion of the needs of related future research.

Concurrent enrollment programs are commonly believed to have the potential to increase college readiness. The extent to which these programs succeed at this task, however, has not been sufficiently examined. This study is unique for three reasons. First, it is among the few studies to examine whether concurrent enrollment programs are associated with college readiness even after controlling for the effects of pre-existing student characteristics. Second, it represents an uncommon attempt to determine whether there are differences in the outcomes of different types of concurrent enrollment programs. Third, it is a rare example of a study examining the relationship between concurrent enrollment and non-cognitive college readiness.

This research explored the factors that influence the placement of four-year college students into pre-college level courses. Based upon this literature review, it appeared that some of the variables that could predict the placement of university students into pre-college level mathematics courses were age, gender, length of time since previous math course, previous teacher''s methodology, and need for concurrent enrollment in pre-college level English courses. This study revealed distinct differences between the group requiring only pre-college level math courses and the groups requiring remedial English. The most significant predictors for determining placement appearing to be age, gender, major, time span, and self perception. This study concluded with a discussion of the needs of related future research.

Concurrent enrollment programs are commonly believed to have the potential to increase college readiness. The extent to which these programs succeed at this task, however, has not been sufficiently examined. This study is unique for three reasons. First, it is among the few studies to examine whether concurrent enrollment programs are associated with college readiness even after controlling for the effects of pre-existing student characteristics. Second, it represents an uncommon attempt to determine whether there are differences in the outcomes of different types of concurrent enrollment programs. Third, it is a rare example of a study examining the relationship between concurrent enrollment and non-cognitive college readiness.

This research explored the factors that influence the placement of four-year college students into pre-college level courses. Based upon this literature review, it appeared that some of the variables that could predict the placement of university students into pre-college level mathematics courses were age, gender, length of time since previous math course, previous teacher''s methodology, and need for concurrent enrollment in pre-college level English courses. This study revealed distinct differences between the group requiring only pre-college level math courses and the groups requiring remedial English. The most significant predictors for determining placement appearing to be age, gender, major, time span, and self perception. This study concluded with a discussion of the needs of related future research.

Concurrent enrollment programs are commonly believed to have the potential to increase college readiness. The extent to which these programs succeed at this task, however, has not been sufficiently examined. This study is unique for three reasons. First, it is among the few studies to examine whether concurrent enrollment programs are associated with college readiness even after controlling for the effects of pre-existing student characteristics. Second, it represents an uncommon attempt to determine whether there are differences in the outcomes of different types of concurrent enrollment programs. Third, it is a rare example of a study examining the relationship between concurrent enrollment and non-cognitive college readiness.