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Title:The Impact of Credit-based Transition Programs on Changing the Educational Aspirations of High School Seniors
Author(s):Howerter, Wendy L.
Director of Research:Bragg, Debra D.
Doctoral Committee Chair(s):Bragg, Debra D.
Doctoral Committee Member(s):Loeb, Jane; Aragon, Steven R.; Baber, Lorenzo D.
Department / Program:Educ Policy, Orgzn & Leadrshp
Discipline:Ed Organization and Leadership
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ed.D.
Genre:Dissertation
Subject(s):dual credit
aspirations
career and technical education
credit-based transition programs
high school seniors
Abstract:This correlational study samples twelfth grade (senior) students in one central Midwest high school and examines their participation in credit-based transition programs and their changes in educational aspirations. Surveys and community college data are used to collect quantitative data to address six research questions. Using Hossler and Gallagher’s (1987) College Choice Model and Hossler and Stage’s (1992) focus on the predisposition phase, the researcher studied the impact of participation in credit-based transition programs during the senior year in high school. Controlling for initial senior-year aspirations and participation in dual credit during the junior-year in high school along with other variables known to influence educational aspirations, final senior-year aspirations were compared for students participating in academic dual credit and CTE dual credit, and non-participants. Descriptive analysis of student characteristics by type of dual credit participation and non-participation is presented. Multiple linear regression including interaction effects for gender and race/ethnicity with participation in senior-year dual credit (academic dual credit or CTE dual credit) was used to determine if aspirations could be changed during the senior year while controlling for student characteristics, significant others’ influence, and extracurricular activates. Results showed female students and non-white students benefit most from participating in senior-year CTE dual credit. Parents’ education was a significant variable in the model. Interaction terms for income status with participation in senior-year dual credit were not significant variables in the model. Results provide insights into the relationship of student participation in credit-based transition courses and student educational aspirations which is important to policy makers, education professionals, parents, and students.
Issue Date:2011-05-25
URI:http://hdl.handle.net/2142/24096
Rights Information:copyright 2011 Wendy Lou Howerter
Date Available in IDEALS:2011-05-25
Date Deposited:2011-05


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