Dual Enrollment Programs Essay

Every year, higher education institutions (HEI’s) receive billions of dollars from the Department of Education in the form of loans, grants and subsidies. These funds are authorized under Title IV of the Higher Education Act, and are the primary source of Federal student aid for all HEI’s in the United States. The main Title IV programs include Loans, Grants and Federal Work Study (U.S. Government Accountability Office [GAO], 2009).

Many students entering college may discover that they are not prepared for college curriculum courses. These students enter college courses facing a major issue. They find that high school has not adequately prepared them for the difficulty of college level courses. These students lacked the sufficient basis in being well equipped for advanced careers and college entry. These students have suffered a great inequality prevalent throughout high schools since several high schools do not receive equivalent aid. The unequal funding in high schools prevents students from attaining the same education that other students in different areas may receive. Unequal school funding in secondary schools

This chapter presents the statistical results of the correlational study of the relationship between students and college persistence who were enrolled from partnering high schools (Clay County, Corbin, McCreary County, North Laurel, South Laurel, and Whitley County) and the dual credit program. The study theorized that the provision of dual credit programs to participating high schools would affect the students’ choice to attend an institution of higher education or not based upon participation levels in dual credit classes. Furthermore, the study assumed that a relationship will exist in the grade point average earned and dual credit participation. The study was designed to test the assumptions

admission practices. If states are not in compliance, they may not qualify for federal grants to

reaches 18 years of age or attends a postsecondary institution, he or she becomes an 'eligible

The first three programs established under the new Higher Education Act were, Upward Bound, Talent Search, and Student support services. Together this “Trio” of federally funded programs encouraged access to higher education for low income students. Currently, there are eight programs administered under the Higher Education Act that target to serve and assist low income individuals, first-generation college students, and individuals with disabilities to progress through the academic pipeline from middle school to post baccalaureate programs.

Federal financial funding, more specifically Basic Educational Opportunity Grants, and their ties to government regulations

May arrive to college with fewer resources and more academic needs, which can lead to discrimination

The retention rate expresses the likelihood of a student to return to the institution he or she is attending the following year. Taking this data and pairing it with the SAT scores of the institution, the formula generated is able to determine the percentage of a specific student or incoming body of students continuing in their studies at a given school. The average retention rate for all institutions was 0.642, or 64.2% which means that 62% of entering students are likely to continue their education. For public institutions, the retention rate averaged 0.565, or 56.5% while private institutions had a rate of 0.657, or 65.7%. The likelihood of students enrolled in private institutions exceeded that of public institutions by almost 10%, showcasing the need for assistance and priority for public

What happens when you take a group of inner-city kids and place them into a six-year program designed for there to be at least a 90 percent attendance rate to a four-year university? Does the program succeed? Does it fail? Not long there was college prep program that was founded in the heart of Los Angeles: South Central. This wasn’t your typical college prep program; it was a program designed for inner city children to be able to be given the opportunity of something they may have never dreamed of; the gift of attending a four-year university. These students face various adversities that statistically would make them fall into a pool that would make them not reach more than a high school level education. For those who were privileged and were

The federal government decided to become more involved with growing access to higher education through financial programs. They believed making college more affordable increased access to students (Baum, 2013). Their decision made grants, scholarships, and other forms of aid more available to students pursing education after high school. Thus, putting accessibility and affordability at a higher priority than quality of education. Financial assistant programs included a Pell Grant fund and state-funded programs (Baum, 2013). With the increased accessibility, traditionally minoritized and underrepresented populations on campus, specifically female students

Schools these days are working with a lot of programs to prevent the students from

Retaining students is not a new practice; in fact, it has been used for decades (Powell, 2007). Initially retaining a student was a consequence for poor academic performance; however that no longer seems to be the case. With the Florida’s “test-based promotion policy”, students can be retained solely for not meeting the “benchmark on the reading portion of the Florida Comprehensive Assessment Test (FCAT)” despite how well they are actually doing academically (Greene, J., & Winters, M.,

There are countless explanations as why students depart from college before graduation. There is over 70 years of research associated with student retention, most of it subsequently to 1975 (Braxton, 2004). Conceivably the most commonly quoted theory related to student retention is that of Vincent Tinto (1975). In 1975, Tinto

Schools want to improve the percentage of students attending school. Like the Stone Creek principal, Mike Culberson, said his 15% of his students were