10 year – Findings

findings-graphicPersonal interviews and an online survey questioned students about their experiences into, through and beyond the Dual Credit Program. The scope of the data focused on awareness, experience during the program, overall satisfaction and the pathway of students post dual credit experience.

Imperative for our study was that our students interviewed and those surveyed were representative of the diverse backgrounds of the Dual Credit Programs. Through a concerted effort, an authentic student voice has been achieved.

From our conversations and data collected, five themes emerged. Significantly, feedback and shared experiences were very positive.

A

Transitions: Differences between High School and College

Most students stated that the Dual Credit Program was a good fit. Although many initially had some apprehensions, most were able to adjust and transition into the college culture successfully.

  • 33 of the 35 students interviewed said their program was a very good fit even if they withdrew. All 35 students interviewed stated their Dual Credit Program was a great experience and opportunity.
  • 85% of students surveyed strongly agree or agree they were able to adjust to the college level grading.
  • 88% of students surveyed were prepared for the use of technology at the college.

B

Logistics: Scheduling and Transportation

The majority of students were able to fit in a Dual Credit Program quite easily into their schedule and transportation was not a concern for most. For some students, travel time and a demanding high school schedule made taking a Dual Credit Program at the college most challenging.

  • 71 % of our student surveyed online attended the Orientation session.
  • When both travel time and scheduling interfered with their Dual Credit Program, our students interviewed told us they had to withdraw from the program.
  • 82% of students who responded on the online survey stated that they strongly agree or agree the transportation process to and from the Dual Credit met their needs.

C

Preparation: Orientation Clarity and Consistency

Many of our students were well prepared for the Dual Credit Program. For those who struggled, some either did not attend the Orientation session due to the time offerings or did not find the information delivered at the session was specific enough.

  • 71 % of the students surveyed online attended the Orientation session.
  • About 60% of the students interviewed attended the Orientation session.
  • 94% of students who responded to this question on the survey stated it prepared them for the Dual Credit Program.
  • All Team Taught Dual Credit Program students interviewed did not comment about orientation sessions.

D

Communication: The Role of Caring Adults

The vast majority of our students spoke very encouragingly about the adults they encountered while in a Dual Credit Program. Support and accessibility was outstanding and readily available. We can never underestimate the importance of good communication and the role the “Caring Adult” plays in this program.

  • All nine Team Taught Dual Credit students interviewed commented on the positive partnerships between the teacher and college instructor and described the transition between both the college and high school course as seamless.
  • 81% of students surveyed online strongly agree or agree when they needed help it was easily accessible.
  • All students interviewed mentioned how readily available college instructors were for extra help or support via email, phone or before or after class.

E

Matriculation: Life after Dual Credit

There was a substantial number of students who chose to attend college or an apprenticeship training program post their Dual Credit Program. Even for those going into programs unrelated to their Dual Credit Program, the experience was affirmed to be worthwhile.

  • 73% of our students surveyed online stated their planned pathway after Dual Credit was to attend college.
  • 79% of our students surveyed online suggested the Dual Credit prepared them for post-secondary education.