Date of Award
1-1-2024
Document Type
Thesis
Degree Name
Ph.D. in Education
First Advisor
Angus Mungal
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
A college degree is vital for individuals to access lucrative, fulfilling careers. College access opportunities have existed for decades in K-12 education. In 2024, millions of high school students have access to advanced coursework, exposing them to college-level rigor with the potential to earn college credits (Jagesic et al., 2022). Students from historically marginalized communities do not participate in college courses in high schools at rates similar to White, affluent students. Furthermore, participation in these college opportunities does not always give students college credits. My quantitative, nonexperimental research study aimed to determine the extent of the relationship between the types of college courses students enroll in, course performance, and college credit attainment. My study addressed two research questions: 1) What is the extent of the relationship between the type of college course enrolled and course performance, and 2) What is the extent of the relationship between the type of college course enrolled and the earning of college credits? My findings showed high school students from the district examined in my study were more likely to pass advanced placement and dual credit courses. Additionally, my study found students were more likely to earn college credits in dual credit and college courses offered by the organization explored in my study. My findings highlight college exposure in high school as a critical strategy for closing postsecondary achievement gaps. Policymakers may adopt new policies to strengthen current policies to support college access efforts in the K-12 education system.
Recommended Citation
Dixon, John, "Advancing College Access: A Correlational Inquiry on College Credit Attainment Among Low-Income High School Students" (2024). Electronic Theses and Dissertations. 3010.
https://egrove.olemiss.edu/etd/3010
