Date of Award

9-6-2023

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Department of Educational Administration and Foundations: Educational Administration

First Advisor

Dianne Gardner-Renn

Abstract

Dual credit programs rely heavily on state-level legislation and other regulations from educational agencies. As dual credit has evolved from the Project Advance program developed by Syracuse University and its partner school districts, policymakers have used their position to craft policies to direct dual credit practitioners to craft programs that are more accessible and equitable for minoritized students. However, the participation of minoritized students has historically been lagging that of white and more affluent students. Research on how dual credit practitioners’ interpretation influences their recruitment and enrollment decisions is limited. This case study uses data from seven dual credit practitioners, field observations, and select documents to understand how their dual credit partnership (Northern Community College and Sub-Urban High School) has worked to make meaning of state-level legislation and regulations to develop recruitment and enrollment processes. The findings of this study offer insight into how a dual credit partnership has worked to foster a shared vision while addressing issues associated with a limited understanding of legislation, inefficient enrollment procedures, misconceptions, and the goal of developing student-centered practices. Additionally, the study provides insight into how dual credit partnerships can benefit from a comprehensive approach to establishing professional development for key staff at both institutions, including adopting national standards.

Comments

Imported from Lopez_ilstu_0092E_12490.pdf

DOI

https://doi.org/10.30707/ETD2023.20240124055107635343.999992

Page Count

145

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