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A Quantitative Assessment of Texas House Bill 505 : = College Dual Credit Courses and Academic Success among High School Students.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Quantitative Assessment of Texas House Bill 505 :/
Reminder of title:	College Dual Credit Courses and Academic Success among High School Students.
Author:	Klimitchek, Michelle Leigh.
Description:	1 online resource (140 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
Contained By:	Dissertation Abstracts International79-05A(E).
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355593174

A Quantitative Assessment of Texas House Bill 505 : = College Dual Credit Courses and Academic Success among High School Students.
Klimitchek, Michelle Leigh.

A Quantitative Assessment of Texas House Bill 505 :College Dual Credit Courses and Academic Success among High School Students. - 1 online resource (140 pages)

Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.

Thesis (Ed.D.)--Texas A&M University - Corpus Christi, 2017.

Includes bibliographical references

Texas House Bill 505 expanded dual credit programs to include high school freshmen and sophomores. This study examined the relationship of high school student characteristics and academic success in first attempt dual credit courses. Characteristics refer to year in high school, gender, and high school size. Success is passing scores in English, mathematics, and history. Data were collected from a community college, providing services to area high schools. Of 826 cases 10 were freshmen and sophomores. More data from the state was unavailable as the state does not require reporting. Therefore, analyses included juniors and seniors with chi-square and logistic regression. House Bill 505 was assessed with Fowler's (2013) Six-Stage Model of public policy. Results from statistical analyses were mixed, indicating context plays a large role and it is not known how well House Bill 505 functions. Future research should focus on tracking high school students in dual credit courses.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355593174Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

A Quantitative Assessment of Texas House Bill 505 : = College Dual Credit Courses and Academic Success among High School Students.
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500 $a Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
500 $a Advisers: Randall Bowden; Rosie Banda.
502 $a Thesis (Ed.D.)--Texas A&M University - Corpus Christi, 2017.
504 $a Includes bibliographical references
520 $a Texas House Bill 505 expanded dual credit programs to include high school freshmen and sophomores. This study examined the relationship of high school student characteristics and academic success in first attempt dual credit courses. Characteristics refer to year in high school, gender, and high school size. Success is passing scores in English, mathematics, and history. Data were collected from a community college, providing services to area high schools. Of 826 cases 10 were freshmen and sophomores. More data from the state was unavailable as the state does not require reporting. Therefore, analyses included juniors and seniors with chi-square and logistic regression. House Bill 505 was assessed with Fowler's (2013) Six-Stage Model of public policy. Results from statistical analyses were mixed, indicating context plays a large role and it is not known how well House Bill 505 functions. Future research should focus on tracking high school students in dual credit courses.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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