Factors Encouraging Student Enrollment Following Dual Enrollment Participation

Less than one-third of dual enrollment participants choose to matriculate with the host institution after high school, especially at a community college. Using Perna's college choice model, this qualitative study explored how dual enrollment participation shaped students' choice to attend...

Full description

Saved in:
Bibliographic Details
Published inThe community college enterprise Vol. 28; no. 1; pp. 9 - 27
Main Authors Moore, K. Page, Williams, Mitchell R
Format Journal Article
LanguageEnglish
Published Livonia Schoolcraft College 01.04.2022
Subjects
Analysis
At risk students
College administrators
College attendance
College Bound Students
College Choice
College Environment
College Programs
College Students
Community colleges
Cost control
Curricula
Decision Making
Dual Enrollment
Educational Attainment
Educational Environment
Enrollment Influences
Funding
Habitus
High School Graduates
High schools
Higher education
Influence
Post High School Guidance
Qualitative research
School Location
Secondary schools
Student Attitudes
Teacher Behavior
Transfer Programs
Tuition
Florida
United States > US
Appalachia
Online AccessGet full text

Cover

More Information
Summary:Less than one-third of dual enrollment participants choose to matriculate with the host institution after high school, especially at a community college. Using Perna's college choice model, this qualitative study explored how dual enrollment participation shaped students' choice to attend the host institution the semester after high school graduation. The findings suggest that students particularly appreciated the supportive faculty. Additionally, the participants selected the host institution because of the environment, ability to save money, location, the gained momentum, and the available programs and transfer opportunities. The study's findings add to the dual enrollment literature and provide insight for community college administrators seeking to recruit former dual enrollment participants.
ISSN:1541-0935