Date of Award
2013
Document Type
Thesis
Publication Status
Version of Record
Submission Date
October 2026
Abstract
Florida has been a leader in the K-20 educational reform in an effort to ensure the seamless transition into postsecondary education for all students, but specifically improving preparation for, and access to, higher education for populations traditionally marginalized and underrepresented in higher education. The purpose of this study was to examine the demographic composition of students participating in dual enrollment programs in Florida, and the relationship between dual enrollment participation and postsecondary success, as measured by student persistence and degree attainment, moderated by race, gender, and Pell status. Alexander Astin's (1993) I-E-O student involvement theory was chosen as the theoretical lens with which to guide the design and analysis of the study. A quantitative analysis of archived student records retrieved from the Office of Institutional Research and Effectiveness at a large urban state college in Florida was used in this study. ... The analysis revealed that students who were dual enrolled were more likely to persist in college and more likely to earn a degree than their non-dual enrolled peers.
Extent
xi, 79 p. : ill. (some col.)
Recommended Citation
Prophete, Karline S., "How race, gender and Pell status affect the persistence and degree attainment rates of dual enrollment students" (2013). Electronic Theses and Dissertations 2010 - 2019. 790.
https://digitalcommons.fau.edu/etd_general_6/790
Identifier
FADT3362570
Comments
by Karline S. Prophete.|Thesis (Ph.D.)--Florida Atlantic University, 2013.|Includes bibliography.|Mode of access: World Wide Web.|System requirements: Adobe Reader.|by Karline S. Prophete.