scholarly journals Sustainable Collaborations: Libraries Link Dual-credit Programs to P-20 Initiatives

2011 ◽  
Vol 3 (2) ◽  
pp. 90-97 ◽  
Author(s):  
Courtney Bruch ◽  
Katherine Frank
Keyword(s):  
Dual Credit ◽  
Credit Programs ◽  
Dual Credit Programs

scholarly journals Dual Credit Compliance Issues with COVID-19

2020 ◽  
Vol 5 (S1) ◽  
pp. 35-41
Author(s):  
Alexandrea Horton
Keyword(s):  
High School ◽  
High Schools ◽  
School Leaders ◽  
Dual Credit ◽  
Learning Modalities ◽  
Instructional Procedures ◽  
Credit Programs ◽  
Dual Credit Programs ◽  
New Challenges ◽  
Technology Resources

High school leaders are facing new challenges regarding dual credit programs and the COVID-19 emergency. Conflicting with traditional instructional procedures, school reopening policies have many high schools implementing various remote learning modalities of instruction. High school leaders must adjust their dual credit university partnership procedures to reflect these new conditions, ensuring students and instructors have access to necessary technology resources.

scholarly journals Student Social Class Identity Development: A Perspective on Dual Credit Programming

2021 ◽  
Vol 6 (2) ◽  
pp. 90-98
Author(s):  
Alexandrea Horton
Keyword(s):  
Social Class ◽  
Identity Development ◽  
Dual Credit ◽  
Educational Experiences ◽  
Student Identity ◽  
Class Identity ◽  
Adolescent Students ◽  
Credit Program ◽  
Credit Programs ◽  
Dual Credit Programs

Student social class identity development is a relatively unexamined aspect of student identity development throughout adolescents’ educational experiences. Negative student social class identity development amongst low-social class adolescent students is increasing along with the growth of dual credit programs. This article will first discuss several negative and positive influences of dual credit programs on adolescent students’ social class identity development. Suggestions of specific dual credit program procedures that may help encourage a more positive social class identity development amongst low-social class students will follow.

The Influence of Dual Credit Programs on College Students' Integration and Goal Attainment

2000 ◽  
Vol 1 (4) ◽  
pp. 377-398 ◽  
Author(s):  
Timothy A. Delicath
Keyword(s):  
Advanced Placement ◽  
Goal Attainment ◽  
Dual Credit ◽  
Placement Testing ◽  
College Credit ◽  
Saint Louis ◽  
Credit Programs ◽  
Dual Credit Programs ◽  
Logistic Regressions ◽  
Linear Regressions

This study was designed to investigate the differences in integration and goal achievement between students entering college with and without credits from a dual credit program. Dual credit programs included in this study were Saint Louis University's Advanced College Credit 1818 Program (ACC) and Advanced Placement Testing (AP). The results of the logistic regressions indicated that ACC credits significantly influenced students' ability to persist and graduate. The results of the linear regressions indicated that ACC/AP credits did not significantly influence the students' time to graduation.

Understanding Dual Credit Programs: Perspectives from Faculty, Staff, and Administrators

2019 ◽  
Vol 44 (8) ◽  
pp. 584-594
Author(s):  
Hugo A. Garcia ◽  
Dustin Eicke ◽  
Jon McNaughtan ◽  
Yvonne Harwood
Keyword(s):  
Dual Credit ◽  
Credit Programs ◽  
Dual Credit Programs

Indicators for Success for African-American Male College Students

2019 ◽  
pp. 141-152
Author(s):  
Jerry L. Wallace ◽  
Vida A. Robertson
Keyword(s):  
African American ◽  
African American Males ◽  
Urban Areas ◽  
African American Male ◽  
Male Students ◽  
Direct Access ◽  
Credit Programs ◽  
Dual Credit Programs ◽  
Transition From High School ◽  
Collegiate Environment

This chapter will review the repercussion of the exodus of African-American families migrating to suburban areas and the impact it had on African-American male students in urban areas that transition from high school into the collegiate environment. The importance of what impact do dual credit programs have on college preparedness and higher wages for African-American males be a cornerstone of emphasis. There is a concern that African-American males in urban areas have been marginalized and do not have resources that allow for corridors to be built that could promote college success whereas their suburban counterparts may have direct access to specific information and platforms supporting collegiate success. This chapter will include components centered on higher education success readiness in comparison of two school districts within a large metropolitan area and reference to Evans' developmental intervention model.

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