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You searched for subject:(college enrollment). Showing records 1 – 30 of 214 total matches.

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University of Georgia

1. Jenkins, David Charles. Understanding the experiences of dual enrolled students and the influence on the college admissions decision.

Degree: EdD, Student Affairs Leadership, 2018, University of Georgia

 Dual enrollment is a form of accelerated learning that allows students to earn college credit during high school. The purpose of this study was to… (more)

Subjects/Keywords: dual enrollment; joint enrollment; concurrent enrollment; advanced placement; international baccalaureate; dual credit; early college

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APA (6th Edition):

Jenkins, D. C. (2018). Understanding the experiences of dual enrolled students and the influence on the college admissions decision. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/38339

Chicago Manual of Style (16th Edition):

Jenkins, David Charles. “Understanding the experiences of dual enrolled students and the influence on the college admissions decision.” 2018. Doctoral Dissertation, University of Georgia. Accessed July 18, 2019. http://hdl.handle.net/10724/38339.

MLA Handbook (7th Edition):

Jenkins, David Charles. “Understanding the experiences of dual enrolled students and the influence on the college admissions decision.” 2018. Web. 18 Jul 2019.

Vancouver:

Jenkins DC. Understanding the experiences of dual enrolled students and the influence on the college admissions decision. [Internet] [Doctoral dissertation]. University of Georgia; 2018. [cited 2019 Jul 18]. Available from: http://hdl.handle.net/10724/38339.

Council of Science Editors:

Jenkins DC. Understanding the experiences of dual enrolled students and the influence on the college admissions decision. [Doctoral Dissertation]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/38339


University of Vermont

2. Wood, Julia. EXPLORING THE DECLINE IN THE MALE SHARE OF COLLEGE ENROLLMENT: WHAT IT SAYS ABOUT MASCULINITY.

Degree: Economics, 2018, University of Vermont

  This paper explores the declining male share of enrollment in higher education and the implications for the economy, society, and gender relations. The United… (more)

Subjects/Keywords: masculinity; higher education; male enrollment; economics; college enrollment; gender gap

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APA (6th Edition):

Wood, J. (2018). EXPLORING THE DECLINE IN THE MALE SHARE OF COLLEGE ENROLLMENT: WHAT IT SAYS ABOUT MASCULINITY. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/hcoltheses/262

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wood, Julia. “EXPLORING THE DECLINE IN THE MALE SHARE OF COLLEGE ENROLLMENT: WHAT IT SAYS ABOUT MASCULINITY.” 2018. Thesis, University of Vermont. Accessed July 18, 2019. https://scholarworks.uvm.edu/hcoltheses/262.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wood, Julia. “EXPLORING THE DECLINE IN THE MALE SHARE OF COLLEGE ENROLLMENT: WHAT IT SAYS ABOUT MASCULINITY.” 2018. Web. 18 Jul 2019.

Vancouver:

Wood J. EXPLORING THE DECLINE IN THE MALE SHARE OF COLLEGE ENROLLMENT: WHAT IT SAYS ABOUT MASCULINITY. [Internet] [Thesis]. University of Vermont; 2018. [cited 2019 Jul 18]. Available from: https://scholarworks.uvm.edu/hcoltheses/262.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wood J. EXPLORING THE DECLINE IN THE MALE SHARE OF COLLEGE ENROLLMENT: WHAT IT SAYS ABOUT MASCULINITY. [Thesis]. University of Vermont; 2018. Available from: https://scholarworks.uvm.edu/hcoltheses/262

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Northeastern University

3. Gronlund, Elizabeth Robin. Dual enrollment students' efficacy beliefs: an interpretive phenomenological analysis.

Degree: EdD, School of Education, 2017, Northeastern University

 This interpretive phenomenological analysis explores the lived experience and self-efficacy beliefs of Vermont high school students who participated in a dual enrollment course. Vermont state… (more)

Subjects/Keywords: concurrent enrollment; confidence; dual enrollment; early college; motivation; self-efficacy

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APA (6th Edition):

Gronlund, E. R. (2017). Dual enrollment students' efficacy beliefs: an interpretive phenomenological analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20247188

Chicago Manual of Style (16th Edition):

Gronlund, Elizabeth Robin. “Dual enrollment students' efficacy beliefs: an interpretive phenomenological analysis.” 2017. Doctoral Dissertation, Northeastern University. Accessed July 18, 2019. http://hdl.handle.net/2047/D20247188.

MLA Handbook (7th Edition):

Gronlund, Elizabeth Robin. “Dual enrollment students' efficacy beliefs: an interpretive phenomenological analysis.” 2017. Web. 18 Jul 2019.

Vancouver:

Gronlund ER. Dual enrollment students' efficacy beliefs: an interpretive phenomenological analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Jul 18]. Available from: http://hdl.handle.net/2047/D20247188.

Council of Science Editors:

Gronlund ER. Dual enrollment students' efficacy beliefs: an interpretive phenomenological analysis. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20247188


University of Georgia

4. Kennedy, Nichole Hollar. Motivations and postsecondary aspirations in a technical college dual enrollment program.

Degree: EdD, Higher Education, 2008, University of Georgia

 Students enrolled in a dual enrollment program in a technical college in Georgia were surveyed in an attempt to measure their postsecondary motivations and aspirations… (more)

Subjects/Keywords: Dual Enrollment; Motivation; Postsecondary Aspirations; Technical College

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APA (6th Edition):

Kennedy, N. H. (2008). Motivations and postsecondary aspirations in a technical college dual enrollment program. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/kennedy_nichole_h_200812_edd

Chicago Manual of Style (16th Edition):

Kennedy, Nichole Hollar. “Motivations and postsecondary aspirations in a technical college dual enrollment program.” 2008. Doctoral Dissertation, University of Georgia. Accessed July 18, 2019. http://purl.galileo.usg.edu/uga_etd/kennedy_nichole_h_200812_edd.

MLA Handbook (7th Edition):

Kennedy, Nichole Hollar. “Motivations and postsecondary aspirations in a technical college dual enrollment program.” 2008. Web. 18 Jul 2019.

Vancouver:

Kennedy NH. Motivations and postsecondary aspirations in a technical college dual enrollment program. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Jul 18]. Available from: http://purl.galileo.usg.edu/uga_etd/kennedy_nichole_h_200812_edd.

Council of Science Editors:

Kennedy NH. Motivations and postsecondary aspirations in a technical college dual enrollment program. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/kennedy_nichole_h_200812_edd


Louisiana State University

5. Ward, Aaryn. Does school context matter for the low SES student? Investigating the causal effects of school context on college enrollment.

Degree: PhD, Sociology, 2011, Louisiana State University

 This dissertation focuses on school context and the whether or not “good schools” matter for low SES students. Existing research and theory do not provide… (more)

Subjects/Keywords: college enrollment; school context; causal modeling

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APA (6th Edition):

Ward, A. (2011). Does school context matter for the low SES student? Investigating the causal effects of school context on college enrollment. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-06052011-215717 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2922

Chicago Manual of Style (16th Edition):

Ward, Aaryn. “Does school context matter for the low SES student? Investigating the causal effects of school context on college enrollment.” 2011. Doctoral Dissertation, Louisiana State University. Accessed July 18, 2019. etd-06052011-215717 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2922.

MLA Handbook (7th Edition):

Ward, Aaryn. “Does school context matter for the low SES student? Investigating the causal effects of school context on college enrollment.” 2011. Web. 18 Jul 2019.

Vancouver:

Ward A. Does school context matter for the low SES student? Investigating the causal effects of school context on college enrollment. [Internet] [Doctoral dissertation]. Louisiana State University; 2011. [cited 2019 Jul 18]. Available from: etd-06052011-215717 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2922.

Council of Science Editors:

Ward A. Does school context matter for the low SES student? Investigating the causal effects of school context on college enrollment. [Doctoral Dissertation]. Louisiana State University; 2011. Available from: etd-06052011-215717 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2922


Louisiana State University

6. Upton Jr., Gregory Brian. Essays on incentives, economic conditions, and educational choices.

Degree: PhD, Economics, 2014, Louisiana State University

 In this dissertation, I offer two independent studies that each contribute to the literature on the college choices. The first paper examines the impact of… (more)

Subjects/Keywords: Housing Wealth; College Enrollment; Scholarships; Educational Choices

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APA (6th Edition):

Upton Jr., G. B. (2014). Essays on incentives, economic conditions, and educational choices. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04072014-084244 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2280

Chicago Manual of Style (16th Edition):

Upton Jr., Gregory Brian. “Essays on incentives, economic conditions, and educational choices.” 2014. Doctoral Dissertation, Louisiana State University. Accessed July 18, 2019. etd-04072014-084244 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2280.

MLA Handbook (7th Edition):

Upton Jr., Gregory Brian. “Essays on incentives, economic conditions, and educational choices.” 2014. Web. 18 Jul 2019.

Vancouver:

Upton Jr. GB. Essays on incentives, economic conditions, and educational choices. [Internet] [Doctoral dissertation]. Louisiana State University; 2014. [cited 2019 Jul 18]. Available from: etd-04072014-084244 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2280.

Council of Science Editors:

Upton Jr. GB. Essays on incentives, economic conditions, and educational choices. [Doctoral Dissertation]. Louisiana State University; 2014. Available from: etd-04072014-084244 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2280

7. Pavlik, Kaylin. A Model to Predict Matriculation of Concordia College Applicants.

Degree: MS, Statistics, 2017, North Dakota State University

 Colleges and universities are under mounting pressure to meet enrollment goals in the face of declining college attendance. Insight into student-level probability of enrollment, as… (more)

Subjects/Keywords: College choice; Logistic regression analysis; School enrollment

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APA (6th Edition):

Pavlik, K. (2017). A Model to Predict Matriculation of Concordia College Applicants. (Masters Thesis). North Dakota State University. Retrieved from http://hdl.handle.net/10365/28463

Chicago Manual of Style (16th Edition):

Pavlik, Kaylin. “A Model to Predict Matriculation of Concordia College Applicants.” 2017. Masters Thesis, North Dakota State University. Accessed July 18, 2019. http://hdl.handle.net/10365/28463.

MLA Handbook (7th Edition):

Pavlik, Kaylin. “A Model to Predict Matriculation of Concordia College Applicants.” 2017. Web. 18 Jul 2019.

Vancouver:

Pavlik K. A Model to Predict Matriculation of Concordia College Applicants. [Internet] [Masters thesis]. North Dakota State University; 2017. [cited 2019 Jul 18]. Available from: http://hdl.handle.net/10365/28463.

Council of Science Editors:

Pavlik K. A Model to Predict Matriculation of Concordia College Applicants. [Masters Thesis]. North Dakota State University; 2017. Available from: http://hdl.handle.net/10365/28463


Louisiana State University

8. Robillard, Candence Malhiet. Advanced College Credit Pathways: Six Undergraduates Reflect on Their Journeys as Writers.

Degree: PhD, Curriculum and Instruction, 2018, Louisiana State University

  This study explored the writing habits and behaviors of six undergraduate students who earned advanced college credit from the International Baccalaureate diploma, Advanced Placement… (more)

Subjects/Keywords: dual enrollment; student writing; advanced college credit

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APA (6th Edition):

Robillard, C. M. (2018). Advanced College Credit Pathways: Six Undergraduates Reflect on Their Journeys as Writers. (Doctoral Dissertation). Louisiana State University. Retrieved from https://digitalcommons.lsu.edu/gradschool_dissertations/4681

Chicago Manual of Style (16th Edition):

Robillard, Candence Malhiet. “Advanced College Credit Pathways: Six Undergraduates Reflect on Their Journeys as Writers.” 2018. Doctoral Dissertation, Louisiana State University. Accessed July 18, 2019. https://digitalcommons.lsu.edu/gradschool_dissertations/4681.

MLA Handbook (7th Edition):

Robillard, Candence Malhiet. “Advanced College Credit Pathways: Six Undergraduates Reflect on Their Journeys as Writers.” 2018. Web. 18 Jul 2019.

Vancouver:

Robillard CM. Advanced College Credit Pathways: Six Undergraduates Reflect on Their Journeys as Writers. [Internet] [Doctoral dissertation]. Louisiana State University; 2018. [cited 2019 Jul 18]. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4681.

Council of Science Editors:

Robillard CM. Advanced College Credit Pathways: Six Undergraduates Reflect on Their Journeys as Writers. [Doctoral Dissertation]. Louisiana State University; 2018. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4681


Drexel University

9. Morris, Laura M. Exploring Student and Staff Perceptions of Customer Service Support Within a Student Enrollment System in University A.

Degree: 2019, Drexel University

Creating a supportive environment for new students in an institution of higher education (IHE) is imperative for a university. Within the supportive environment, the IHE… (more)

Subjects/Keywords: Education, Higher; School enrollment; College students – Attitudes

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APA (6th Edition):

Morris, L. M. (2019). Exploring Student and Staff Perceptions of Customer Service Support Within a Student Enrollment System in University A. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A9353

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Morris, Laura M. “Exploring Student and Staff Perceptions of Customer Service Support Within a Student Enrollment System in University A.” 2019. Thesis, Drexel University. Accessed July 18, 2019. https://idea.library.drexel.edu/islandora/object/idea%3A9353.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Morris, Laura M. “Exploring Student and Staff Perceptions of Customer Service Support Within a Student Enrollment System in University A.” 2019. Web. 18 Jul 2019.

Vancouver:

Morris LM. Exploring Student and Staff Perceptions of Customer Service Support Within a Student Enrollment System in University A. [Internet] [Thesis]. Drexel University; 2019. [cited 2019 Jul 18]. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A9353.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Morris LM. Exploring Student and Staff Perceptions of Customer Service Support Within a Student Enrollment System in University A. [Thesis]. Drexel University; 2019. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A9353

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Ohio University

10. Doty, Laura S. A Study of Enrollment Management Structures and Activities at Community Colleges in Ohio.

Degree: PhD, Higher Education (Education), 2017, Ohio University

 During the 1960s, a community college movement spread across the United States providing for the expansion of education beyond high school to local communities. Ohio… (more)

Subjects/Keywords: Higher Education; community college; higher education; enrollment management; enrollment management models; Ohio; two-year college

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APA (6th Edition):

Doty, L. S. (2017). A Study of Enrollment Management Structures and Activities at Community Colleges in Ohio. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1509975658077043

Chicago Manual of Style (16th Edition):

Doty, Laura S. “A Study of Enrollment Management Structures and Activities at Community Colleges in Ohio.” 2017. Doctoral Dissertation, Ohio University. Accessed July 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1509975658077043.

MLA Handbook (7th Edition):

Doty, Laura S. “A Study of Enrollment Management Structures and Activities at Community Colleges in Ohio.” 2017. Web. 18 Jul 2019.

Vancouver:

Doty LS. A Study of Enrollment Management Structures and Activities at Community Colleges in Ohio. [Internet] [Doctoral dissertation]. Ohio University; 2017. [cited 2019 Jul 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1509975658077043.

Council of Science Editors:

Doty LS. A Study of Enrollment Management Structures and Activities at Community Colleges in Ohio. [Doctoral Dissertation]. Ohio University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1509975658077043


Northeastern University

11. Posillico, Joseph J. Impacting student access through federal policy changes: how college presidents interpret The College Scorecard.

Degree: EdD, School of Education, 2017, Northeastern University

 There has been significant growth in the number of regulations placed on colleges and universities in recent years. This type of growth contributes to the… (more)

Subjects/Keywords: admissions; college presidents; college rankings; enrollment; The College Scorecard

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APA (6th Edition):

Posillico, J. J. (2017). Impacting student access through federal policy changes: how college presidents interpret The College Scorecard. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20251791

Chicago Manual of Style (16th Edition):

Posillico, Joseph J. “Impacting student access through federal policy changes: how college presidents interpret The College Scorecard.” 2017. Doctoral Dissertation, Northeastern University. Accessed July 18, 2019. http://hdl.handle.net/2047/D20251791.

MLA Handbook (7th Edition):

Posillico, Joseph J. “Impacting student access through federal policy changes: how college presidents interpret The College Scorecard.” 2017. Web. 18 Jul 2019.

Vancouver:

Posillico JJ. Impacting student access through federal policy changes: how college presidents interpret The College Scorecard. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Jul 18]. Available from: http://hdl.handle.net/2047/D20251791.

Council of Science Editors:

Posillico JJ. Impacting student access through federal policy changes: how college presidents interpret The College Scorecard. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20251791


Penn State University

12. Smith-Hollins, CherRhonda M. Barriers to Enrollment in Colleges of Agriculture: Perspectives of Currently Enrolled Students at 1862 Land-Grant Institutions.

Degree: PhD, Agricultural and Extension Education, 2009, Penn State University

 The purpose of the study was to identify and describe perceived barriers to enrollment by currently enrolled students in colleges of agriculture at 1862 land… (more)

Subjects/Keywords: Barriers to Enrollment; Enrollment barriers; 1862 land grant institutions; College of Agriculture; Higher Education

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APA (6th Edition):

Smith-Hollins, C. M. (2009). Barriers to Enrollment in Colleges of Agriculture: Perspectives of Currently Enrolled Students at 1862 Land-Grant Institutions. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/9389

Chicago Manual of Style (16th Edition):

Smith-Hollins, CherRhonda M. “Barriers to Enrollment in Colleges of Agriculture: Perspectives of Currently Enrolled Students at 1862 Land-Grant Institutions.” 2009. Doctoral Dissertation, Penn State University. Accessed July 18, 2019. https://etda.libraries.psu.edu/catalog/9389.

MLA Handbook (7th Edition):

Smith-Hollins, CherRhonda M. “Barriers to Enrollment in Colleges of Agriculture: Perspectives of Currently Enrolled Students at 1862 Land-Grant Institutions.” 2009. Web. 18 Jul 2019.

Vancouver:

Smith-Hollins CM. Barriers to Enrollment in Colleges of Agriculture: Perspectives of Currently Enrolled Students at 1862 Land-Grant Institutions. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2019 Jul 18]. Available from: https://etda.libraries.psu.edu/catalog/9389.

Council of Science Editors:

Smith-Hollins CM. Barriers to Enrollment in Colleges of Agriculture: Perspectives of Currently Enrolled Students at 1862 Land-Grant Institutions. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/9389

13. Trost, Jennifer. Uneven Access: Dual enrollment programs and students of color in Minnesota.

Degree: PhD, Organizational Leadership, Policy, and Development, 2016, University of Minnesota

 A mixed methods analysis was used to identify whether or not dual enrollment programs perpetuated or disrupted structural racism for Minnesota’s students of color. The… (more)

Subjects/Keywords: college-going culture; concurrent enrollment; dual enrollment; postsecondary partnerships; racism; students of color

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APA (6th Edition):

Trost, J. (2016). Uneven Access: Dual enrollment programs and students of color in Minnesota. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/181679

Chicago Manual of Style (16th Edition):

Trost, Jennifer. “Uneven Access: Dual enrollment programs and students of color in Minnesota.” 2016. Doctoral Dissertation, University of Minnesota. Accessed July 18, 2019. http://hdl.handle.net/11299/181679.

MLA Handbook (7th Edition):

Trost, Jennifer. “Uneven Access: Dual enrollment programs and students of color in Minnesota.” 2016. Web. 18 Jul 2019.

Vancouver:

Trost J. Uneven Access: Dual enrollment programs and students of color in Minnesota. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2019 Jul 18]. Available from: http://hdl.handle.net/11299/181679.

Council of Science Editors:

Trost J. Uneven Access: Dual enrollment programs and students of color in Minnesota. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/181679


University of Florida

14. Logan, Thomas. An Investigation of Twitter Interactions Amongst Newly Admitted College Students at a Large Public Institution.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2015, University of Florida

 The purpose of this study was to investigate the ways that admitted college students engage on Twitter over a designated hashtag. Using a modified version… (more)

Subjects/Keywords: College choice; College students; Colleges; Content analysis; High school students; Higher education; School enrollment; Social media; Students; Universities; admissions  – college-choice  – college-decision  – enrollment  – enrollment-management  – highereducation  – media  – sns  – social

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APA (6th Edition):

Logan, T. (2015). An Investigation of Twitter Interactions Amongst Newly Admitted College Students at a Large Public Institution. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049036

Chicago Manual of Style (16th Edition):

Logan, Thomas. “An Investigation of Twitter Interactions Amongst Newly Admitted College Students at a Large Public Institution.” 2015. Doctoral Dissertation, University of Florida. Accessed July 18, 2019. http://ufdc.ufl.edu/UFE0049036.

MLA Handbook (7th Edition):

Logan, Thomas. “An Investigation of Twitter Interactions Amongst Newly Admitted College Students at a Large Public Institution.” 2015. Web. 18 Jul 2019.

Vancouver:

Logan T. An Investigation of Twitter Interactions Amongst Newly Admitted College Students at a Large Public Institution. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2019 Jul 18]. Available from: http://ufdc.ufl.edu/UFE0049036.

Council of Science Editors:

Logan T. An Investigation of Twitter Interactions Amongst Newly Admitted College Students at a Large Public Institution. [Doctoral Dissertation]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0049036


East Tennessee State University

15. Bowers, Diana E. Advanced Placement and Dual Enrollment as Related to College Readiness and Retention at a Tennessee University.

Degree: EdD (Doctor of Education), Educational Leadership, 2016, East Tennessee State University

  The purpose of this study was to determine if there was a significant relationship between students who entered a Tennessee university for the first… (more)

Subjects/Keywords: Advanced Placement; College Ready; College Retention; Dual Enrollment; Curriculum and Instruction

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APA (6th Edition):

Bowers, D. E. (2016). Advanced Placement and Dual Enrollment as Related to College Readiness and Retention at a Tennessee University. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3142

Chicago Manual of Style (16th Edition):

Bowers, Diana E. “Advanced Placement and Dual Enrollment as Related to College Readiness and Retention at a Tennessee University.” 2016. Doctoral Dissertation, East Tennessee State University. Accessed July 18, 2019. https://dc.etsu.edu/etd/3142.

MLA Handbook (7th Edition):

Bowers, Diana E. “Advanced Placement and Dual Enrollment as Related to College Readiness and Retention at a Tennessee University.” 2016. Web. 18 Jul 2019.

Vancouver:

Bowers DE. Advanced Placement and Dual Enrollment as Related to College Readiness and Retention at a Tennessee University. [Internet] [Doctoral dissertation]. East Tennessee State University; 2016. [cited 2019 Jul 18]. Available from: https://dc.etsu.edu/etd/3142.

Council of Science Editors:

Bowers DE. Advanced Placement and Dual Enrollment as Related to College Readiness and Retention at a Tennessee University. [Doctoral Dissertation]. East Tennessee State University; 2016. Available from: https://dc.etsu.edu/etd/3142


University of Maine

16. Hubbard, Amy Lynn. Exploring the Liminal Space: Dual Enrollment at Maine's Community Colleges.

Degree: PhD, Higher Education Leadership, 2016, University of Maine

  Exploring the Liminal Space: Dual Enrollment at Maine's Community Colleges Only 39% of matriculated students will earn a college degree or certificate in six… (more)

Subjects/Keywords: dual enrollment; community college; high school; Maine; college access; Higher Education

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APA (6th Edition):

Hubbard, A. L. (2016). Exploring the Liminal Space: Dual Enrollment at Maine's Community Colleges. (Doctoral Dissertation). University of Maine. Retrieved from https://digitalcommons.library.umaine.edu/etd/2814

Chicago Manual of Style (16th Edition):

Hubbard, Amy Lynn. “Exploring the Liminal Space: Dual Enrollment at Maine's Community Colleges.” 2016. Doctoral Dissertation, University of Maine. Accessed July 18, 2019. https://digitalcommons.library.umaine.edu/etd/2814.

MLA Handbook (7th Edition):

Hubbard, Amy Lynn. “Exploring the Liminal Space: Dual Enrollment at Maine's Community Colleges.” 2016. Web. 18 Jul 2019.

Vancouver:

Hubbard AL. Exploring the Liminal Space: Dual Enrollment at Maine's Community Colleges. [Internet] [Doctoral dissertation]. University of Maine; 2016. [cited 2019 Jul 18]. Available from: https://digitalcommons.library.umaine.edu/etd/2814.

Council of Science Editors:

Hubbard AL. Exploring the Liminal Space: Dual Enrollment at Maine's Community Colleges. [Doctoral Dissertation]. University of Maine; 2016. Available from: https://digitalcommons.library.umaine.edu/etd/2814


Virginia Tech

17. Hamill, Bridget. College-Going Behaviors: Are there School Effects for the Rural Student?.

Degree: PhD, Higher Education, 2018, Virginia Tech

 This study considered the school effects of college going behavior for rural students. Of interest were the effects of location and college-going culture within a… (more)

Subjects/Keywords: Rural; College-going behavior; School effects; College enrollment

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APA (6th Edition):

Hamill, B. (2018). College-Going Behaviors: Are there School Effects for the Rural Student?. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/82956

Chicago Manual of Style (16th Edition):

Hamill, Bridget. “College-Going Behaviors: Are there School Effects for the Rural Student?.” 2018. Doctoral Dissertation, Virginia Tech. Accessed July 18, 2019. http://hdl.handle.net/10919/82956.

MLA Handbook (7th Edition):

Hamill, Bridget. “College-Going Behaviors: Are there School Effects for the Rural Student?.” 2018. Web. 18 Jul 2019.

Vancouver:

Hamill B. College-Going Behaviors: Are there School Effects for the Rural Student?. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2019 Jul 18]. Available from: http://hdl.handle.net/10919/82956.

Council of Science Editors:

Hamill B. College-Going Behaviors: Are there School Effects for the Rural Student?. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/82956


University of Wisconsin – La Cross

18. Rybaski, Joshua D. Effects of dual degree credit programs on retention and time to degree at the University of Wisconsin-L aCrosse.

Degree: 2012, University of Wisconsin – La Cross

 The purpose of this study was to investigate the effects of enrollment in high school Advance Placement (AP) and/or Dual Enrollment (DE) programs on college(more)

Subjects/Keywords: College  – school cooperation.; Dual enrollment.; College credits.; Advance placement programs (Education)

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APA (6th Edition):

Rybaski, J. D. (2012). Effects of dual degree credit programs on retention and time to degree at the University of Wisconsin-L aCrosse. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/67350

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rybaski, Joshua D. “Effects of dual degree credit programs on retention and time to degree at the University of Wisconsin-L aCrosse.” 2012. Thesis, University of Wisconsin – La Cross. Accessed July 18, 2019. http://digital.library.wisc.edu/1793/67350.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rybaski, Joshua D. “Effects of dual degree credit programs on retention and time to degree at the University of Wisconsin-L aCrosse.” 2012. Web. 18 Jul 2019.

Vancouver:

Rybaski JD. Effects of dual degree credit programs on retention and time to degree at the University of Wisconsin-L aCrosse. [Internet] [Thesis]. University of Wisconsin – La Cross; 2012. [cited 2019 Jul 18]. Available from: http://digital.library.wisc.edu/1793/67350.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rybaski JD. Effects of dual degree credit programs on retention and time to degree at the University of Wisconsin-L aCrosse. [Thesis]. University of Wisconsin – La Cross; 2012. Available from: http://digital.library.wisc.edu/1793/67350

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Colorado State University

19. Armendariz, Cynthia Núñez. Thematic analysis of the Excel Pre-Collegiate Program as an avenue of successful postsecondary enrollment for Latina/o students, A.

Degree: PhD, Education, 2017, Colorado State University

College access and college enrollment rates are significantly lower for students of color, students from lower socioeconomic backgrounds, and first-generation students (Reese, 2008). High schools,… (more)

Subjects/Keywords: Latina/os; pre-collegiate; Pre-college; college enrollment

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APA (6th Edition):

Armendariz, C. N. (2017). Thematic analysis of the Excel Pre-Collegiate Program as an avenue of successful postsecondary enrollment for Latina/o students, A. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/184005

Chicago Manual of Style (16th Edition):

Armendariz, Cynthia Núñez. “Thematic analysis of the Excel Pre-Collegiate Program as an avenue of successful postsecondary enrollment for Latina/o students, A.” 2017. Doctoral Dissertation, Colorado State University. Accessed July 18, 2019. http://hdl.handle.net/10217/184005.

MLA Handbook (7th Edition):

Armendariz, Cynthia Núñez. “Thematic analysis of the Excel Pre-Collegiate Program as an avenue of successful postsecondary enrollment for Latina/o students, A.” 2017. Web. 18 Jul 2019.

Vancouver:

Armendariz CN. Thematic analysis of the Excel Pre-Collegiate Program as an avenue of successful postsecondary enrollment for Latina/o students, A. [Internet] [Doctoral dissertation]. Colorado State University; 2017. [cited 2019 Jul 18]. Available from: http://hdl.handle.net/10217/184005.

Council of Science Editors:

Armendariz CN. Thematic analysis of the Excel Pre-Collegiate Program as an avenue of successful postsecondary enrollment for Latina/o students, A. [Doctoral Dissertation]. Colorado State University; 2017. Available from: http://hdl.handle.net/10217/184005


Boston College

20. Contreras-Godfrey, Rossanna. Giving Voice to Black and Latino Men: First-Year Students' Perceptions of the Relative Impact of Family Support and College Aspirations on their Decisions to Enroll and Actual College Enrollment.

Degree: PhD, Educational Administration and Higher Education, 2009, Boston College

 Abstract Black and Latino men have the lowest college enrollment rates among traditional college-aged students. Using a qualitative method, this study examined first-year students' perceptions… (more)

Subjects/Keywords: Black males; College Enrollment; College Transition; High school students; Latino males

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APA (6th Edition):

Contreras-Godfrey, R. (2009). Giving Voice to Black and Latino Men: First-Year Students' Perceptions of the Relative Impact of Family Support and College Aspirations on their Decisions to Enroll and Actual College Enrollment. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101264

Chicago Manual of Style (16th Edition):

Contreras-Godfrey, Rossanna. “Giving Voice to Black and Latino Men: First-Year Students' Perceptions of the Relative Impact of Family Support and College Aspirations on their Decisions to Enroll and Actual College Enrollment.” 2009. Doctoral Dissertation, Boston College. Accessed July 18, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101264.

MLA Handbook (7th Edition):

Contreras-Godfrey, Rossanna. “Giving Voice to Black and Latino Men: First-Year Students' Perceptions of the Relative Impact of Family Support and College Aspirations on their Decisions to Enroll and Actual College Enrollment.” 2009. Web. 18 Jul 2019.

Vancouver:

Contreras-Godfrey R. Giving Voice to Black and Latino Men: First-Year Students' Perceptions of the Relative Impact of Family Support and College Aspirations on their Decisions to Enroll and Actual College Enrollment. [Internet] [Doctoral dissertation]. Boston College; 2009. [cited 2019 Jul 18]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101264.

Council of Science Editors:

Contreras-Godfrey R. Giving Voice to Black and Latino Men: First-Year Students' Perceptions of the Relative Impact of Family Support and College Aspirations on their Decisions to Enroll and Actual College Enrollment. [Doctoral Dissertation]. Boston College; 2009. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101264

21. Guerrero, Diego Alejandro. Exploring Neighborhood Effects and Socioeconomic Background in College Enrollment: A Longitudinal Analysis in St. Cloud, Minnesota.

Degree: Applied Economics: M.S., Economics, 2019, St. Cloud State University

  We follow the transition from high school to college and the characteristics of college enrollment from 2009 to 2017 in four cohorts of high… (more)

Subjects/Keywords: Educational Gap; College Attendance; College Enrollment; Neighborhood Effects; Human Capital

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APA (6th Edition):

Guerrero, D. A. (2019). Exploring Neighborhood Effects and Socioeconomic Background in College Enrollment: A Longitudinal Analysis in St. Cloud, Minnesota. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/econ_etds/11

Chicago Manual of Style (16th Edition):

Guerrero, Diego Alejandro. “Exploring Neighborhood Effects and Socioeconomic Background in College Enrollment: A Longitudinal Analysis in St. Cloud, Minnesota.” 2019. Masters Thesis, St. Cloud State University. Accessed July 18, 2019. https://repository.stcloudstate.edu/econ_etds/11.

MLA Handbook (7th Edition):

Guerrero, Diego Alejandro. “Exploring Neighborhood Effects and Socioeconomic Background in College Enrollment: A Longitudinal Analysis in St. Cloud, Minnesota.” 2019. Web. 18 Jul 2019.

Vancouver:

Guerrero DA. Exploring Neighborhood Effects and Socioeconomic Background in College Enrollment: A Longitudinal Analysis in St. Cloud, Minnesota. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2019 Jul 18]. Available from: https://repository.stcloudstate.edu/econ_etds/11.

Council of Science Editors:

Guerrero DA. Exploring Neighborhood Effects and Socioeconomic Background in College Enrollment: A Longitudinal Analysis in St. Cloud, Minnesota. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/econ_etds/11


University of Georgia

22. Blackmon, Randy Brent. The effects of online dual enrollment in the State of Georgia.

Degree: EdD, Higher Education, 2017, University of Georgia

 This study explores student probabilities of passing online dual credit courses compared to on-campus dual credit courses. The paper fills a gap in what is… (more)

Subjects/Keywords: Online Dual Enrollment; Dual Enrollment; Online Courses; College Academic Performance; College Credit Accumulation; Rural Counties; Rural School Districts

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APA (6th Edition):

Blackmon, R. B. (2017). The effects of online dual enrollment in the State of Georgia. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37611

Chicago Manual of Style (16th Edition):

Blackmon, Randy Brent. “The effects of online dual enrollment in the State of Georgia.” 2017. Doctoral Dissertation, University of Georgia. Accessed July 18, 2019. http://hdl.handle.net/10724/37611.

MLA Handbook (7th Edition):

Blackmon, Randy Brent. “The effects of online dual enrollment in the State of Georgia.” 2017. Web. 18 Jul 2019.

Vancouver:

Blackmon RB. The effects of online dual enrollment in the State of Georgia. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 Jul 18]. Available from: http://hdl.handle.net/10724/37611.

Council of Science Editors:

Blackmon RB. The effects of online dual enrollment in the State of Georgia. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37611


Seton Hall University

23. Li, Sisi. Investigating the Impact of Financial Aid on Four-year College Enrollment among College-Qualified Students.

Degree: PhD, Education Leadership, Management and Policy, 2014, Seton Hall University

  Over the past decades, policymakers have developed numerous financial aid policies and programs with the goal of promoting college access and equity. However, access… (more)

Subjects/Keywords: financial aid; four-year college; college enrollment; college-qualified; logistic regression; Higher Education

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APA (6th Edition):

Li, S. (2014). Investigating the Impact of Financial Aid on Four-year College Enrollment among College-Qualified Students. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2008

Chicago Manual of Style (16th Edition):

Li, Sisi. “Investigating the Impact of Financial Aid on Four-year College Enrollment among College-Qualified Students.” 2014. Doctoral Dissertation, Seton Hall University. Accessed July 18, 2019. http://scholarship.shu.edu/dissertations/2008.

MLA Handbook (7th Edition):

Li, Sisi. “Investigating the Impact of Financial Aid on Four-year College Enrollment among College-Qualified Students.” 2014. Web. 18 Jul 2019.

Vancouver:

Li S. Investigating the Impact of Financial Aid on Four-year College Enrollment among College-Qualified Students. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Jul 18]. Available from: http://scholarship.shu.edu/dissertations/2008.

Council of Science Editors:

Li S. Investigating the Impact of Financial Aid on Four-year College Enrollment among College-Qualified Students. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/2008


Boston College

24. Minor, Kelly. Assets and Access: An Examination of the Transition from High School to College.

Degree: PhD, Counseling, Developmental and Educational Psychology, 2015, Boston College

 Americans are more educated than ever, and high educational attainment has long been associated with positive outcomes for individuals and society as a whole. However,… (more)

Subjects/Keywords: College Access; College Enrollment; College Readiness; Educational Attainment; High School Students; Internal Assets

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APA (6th Edition):

Minor, K. (2015). Assets and Access: An Examination of the Transition from High School to College. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:104139

Chicago Manual of Style (16th Edition):

Minor, Kelly. “Assets and Access: An Examination of the Transition from High School to College.” 2015. Doctoral Dissertation, Boston College. Accessed July 18, 2019. http://dlib.bc.edu/islandora/object/bc-ir:104139.

MLA Handbook (7th Edition):

Minor, Kelly. “Assets and Access: An Examination of the Transition from High School to College.” 2015. Web. 18 Jul 2019.

Vancouver:

Minor K. Assets and Access: An Examination of the Transition from High School to College. [Internet] [Doctoral dissertation]. Boston College; 2015. [cited 2019 Jul 18]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104139.

Council of Science Editors:

Minor K. Assets and Access: An Examination of the Transition from High School to College. [Doctoral Dissertation]. Boston College; 2015. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104139

25. Riepenhoff, Mary E. COLLEGE ASPIRATIONS TO COMPLETED APPLICATIONS: A STUDY OF INTENTIONAL HIGH SCHOOL PRACTICES DESIGNED TO INCREASE POST-SECONDARY ENROLLMENT.

Degree: Doctor of Education (EdD), Education, 2016, University of Findlay

 The purpose of this qualitative study was to identify the intentional practices which promoted or increased post-secondary enrollment of Ohio high schools who predominantly serve… (more)

Subjects/Keywords: Education; Teaching; Teacher educati; Teacher Education; college readiness; low socioeconomic students; first-generation college students; college aspirations; college enrollment; steps to college enrollment; FAFSA; college-going culture; college knowledge; college enrollment process

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APA (6th Edition):

Riepenhoff, M. E. (2016). COLLEGE ASPIRATIONS TO COMPLETED APPLICATIONS: A STUDY OF INTENTIONAL HIGH SCHOOL PRACTICES DESIGNED TO INCREASE POST-SECONDARY ENROLLMENT. (Doctoral Dissertation). University of Findlay. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=findlay1461878024

Chicago Manual of Style (16th Edition):

Riepenhoff, Mary E. “COLLEGE ASPIRATIONS TO COMPLETED APPLICATIONS: A STUDY OF INTENTIONAL HIGH SCHOOL PRACTICES DESIGNED TO INCREASE POST-SECONDARY ENROLLMENT.” 2016. Doctoral Dissertation, University of Findlay. Accessed July 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1461878024.

MLA Handbook (7th Edition):

Riepenhoff, Mary E. “COLLEGE ASPIRATIONS TO COMPLETED APPLICATIONS: A STUDY OF INTENTIONAL HIGH SCHOOL PRACTICES DESIGNED TO INCREASE POST-SECONDARY ENROLLMENT.” 2016. Web. 18 Jul 2019.

Vancouver:

Riepenhoff ME. COLLEGE ASPIRATIONS TO COMPLETED APPLICATIONS: A STUDY OF INTENTIONAL HIGH SCHOOL PRACTICES DESIGNED TO INCREASE POST-SECONDARY ENROLLMENT. [Internet] [Doctoral dissertation]. University of Findlay; 2016. [cited 2019 Jul 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1461878024.

Council of Science Editors:

Riepenhoff ME. COLLEGE ASPIRATIONS TO COMPLETED APPLICATIONS: A STUDY OF INTENTIONAL HIGH SCHOOL PRACTICES DESIGNED TO INCREASE POST-SECONDARY ENROLLMENT. [Doctoral Dissertation]. University of Findlay; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1461878024


The Ohio State University

26. Johnson, Royel Montel. Measuring the Influence of Juvenile Arrest on the Odds of Four-Year College Enrollment for Black Males: An NLSY Analysis.

Degree: PhD, Educational Studies, 2015, The Ohio State University

 Black male youth make up 16% of all public school students in the United States, though they constitute 31% of all juvenile arrests. Very little… (more)

Subjects/Keywords: Higher Education; Criminology; Black males, juvenile arrest, college enrollment, juvenile justice

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APA (6th Edition):

Johnson, R. M. (2015). Measuring the Influence of Juvenile Arrest on the Odds of Four-Year College Enrollment for Black Males: An NLSY Analysis. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1429879458

Chicago Manual of Style (16th Edition):

Johnson, Royel Montel. “Measuring the Influence of Juvenile Arrest on the Odds of Four-Year College Enrollment for Black Males: An NLSY Analysis.” 2015. Doctoral Dissertation, The Ohio State University. Accessed July 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429879458.

MLA Handbook (7th Edition):

Johnson, Royel Montel. “Measuring the Influence of Juvenile Arrest on the Odds of Four-Year College Enrollment for Black Males: An NLSY Analysis.” 2015. Web. 18 Jul 2019.

Vancouver:

Johnson RM. Measuring the Influence of Juvenile Arrest on the Odds of Four-Year College Enrollment for Black Males: An NLSY Analysis. [Internet] [Doctoral dissertation]. The Ohio State University; 2015. [cited 2019 Jul 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1429879458.

Council of Science Editors:

Johnson RM. Measuring the Influence of Juvenile Arrest on the Odds of Four-Year College Enrollment for Black Males: An NLSY Analysis. [Doctoral Dissertation]. The Ohio State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1429879458

27. Doak, Caralee K. Students' perceptions of the impacts of dual enrollment programs on later college experiences.

Degree: 2017, University of Northern Iowa

1 PDF file (vi, 170 pages) Advisors/Committee Members: Melissa Heston.

Subjects/Keywords: Dual enrollment; College students – Attitudes

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APA (6th Edition):

Doak, C. K. (2017). Students' perceptions of the impacts of dual enrollment programs on later college experiences. (Thesis). University of Northern Iowa. Retrieved from https://scholarworks.uni.edu/etd/418

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Doak, Caralee K. “Students' perceptions of the impacts of dual enrollment programs on later college experiences.” 2017. Thesis, University of Northern Iowa. Accessed July 18, 2019. https://scholarworks.uni.edu/etd/418.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Doak, Caralee K. “Students' perceptions of the impacts of dual enrollment programs on later college experiences.” 2017. Web. 18 Jul 2019.

Vancouver:

Doak CK. Students' perceptions of the impacts of dual enrollment programs on later college experiences. [Internet] [Thesis]. University of Northern Iowa; 2017. [cited 2019 Jul 18]. Available from: https://scholarworks.uni.edu/etd/418.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Doak CK. Students' perceptions of the impacts of dual enrollment programs on later college experiences. [Thesis]. University of Northern Iowa; 2017. Available from: https://scholarworks.uni.edu/etd/418

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


UCLA

28. Kanny, Mary. Forks in the Pathway? Mapping the Conditional Effects of Dual Enrollment by Gender, First-Generation Status, and Pre-college Academic Achievement on First-Year Student Engagement and Grades in College.

Degree: Education, 2014, UCLA

 At no other time in the history of American higher education have so many students aspired to earn a college degree. Lamentably, attrition rates have… (more)

Subjects/Keywords: Education; conditional effects; dual enrollment; first-year college outcomes; student engagement

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APA (6th Edition):

Kanny, M. (2014). Forks in the Pathway? Mapping the Conditional Effects of Dual Enrollment by Gender, First-Generation Status, and Pre-college Academic Achievement on First-Year Student Engagement and Grades in College. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/43q1t1bp

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kanny, Mary. “Forks in the Pathway? Mapping the Conditional Effects of Dual Enrollment by Gender, First-Generation Status, and Pre-college Academic Achievement on First-Year Student Engagement and Grades in College.” 2014. Thesis, UCLA. Accessed July 18, 2019. http://www.escholarship.org/uc/item/43q1t1bp.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kanny, Mary. “Forks in the Pathway? Mapping the Conditional Effects of Dual Enrollment by Gender, First-Generation Status, and Pre-college Academic Achievement on First-Year Student Engagement and Grades in College.” 2014. Web. 18 Jul 2019.

Vancouver:

Kanny M. Forks in the Pathway? Mapping the Conditional Effects of Dual Enrollment by Gender, First-Generation Status, and Pre-college Academic Achievement on First-Year Student Engagement and Grades in College. [Internet] [Thesis]. UCLA; 2014. [cited 2019 Jul 18]. Available from: http://www.escholarship.org/uc/item/43q1t1bp.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kanny M. Forks in the Pathway? Mapping the Conditional Effects of Dual Enrollment by Gender, First-Generation Status, and Pre-college Academic Achievement on First-Year Student Engagement and Grades in College. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/43q1t1bp

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


East Tennessee State University

29. Grubb, John M. Dual Enrollment and Community College Outcomes for First-Time, Full-Time Freshmen: A Quasi-Experimental Study.

Degree: EdD (Doctor of Education), Educational Leadership, 2015, East Tennessee State University

  The purpose of this study was to explore the relationship of dual enrollment course participation by comparing first-time, full-time traditional community college students who… (more)

Subjects/Keywords: Dual Enrollment; Community College; Propensity Score Matching; Education; Educational Leadership

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APA (6th Edition):

Grubb, J. M. (2015). Dual Enrollment and Community College Outcomes for First-Time, Full-Time Freshmen: A Quasi-Experimental Study. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2586

Chicago Manual of Style (16th Edition):

Grubb, John M. “Dual Enrollment and Community College Outcomes for First-Time, Full-Time Freshmen: A Quasi-Experimental Study.” 2015. Doctoral Dissertation, East Tennessee State University. Accessed July 18, 2019. https://dc.etsu.edu/etd/2586.

MLA Handbook (7th Edition):

Grubb, John M. “Dual Enrollment and Community College Outcomes for First-Time, Full-Time Freshmen: A Quasi-Experimental Study.” 2015. Web. 18 Jul 2019.

Vancouver:

Grubb JM. Dual Enrollment and Community College Outcomes for First-Time, Full-Time Freshmen: A Quasi-Experimental Study. [Internet] [Doctoral dissertation]. East Tennessee State University; 2015. [cited 2019 Jul 18]. Available from: https://dc.etsu.edu/etd/2586.

Council of Science Editors:

Grubb JM. Dual Enrollment and Community College Outcomes for First-Time, Full-Time Freshmen: A Quasi-Experimental Study. [Doctoral Dissertation]. East Tennessee State University; 2015. Available from: https://dc.etsu.edu/etd/2586


East Tennessee State University

30. Thomas, Kelley E. A Quantitative Analysis of the SAILS (Seamless Alignment of Integrated Learning Support) Program Collaboration in a Community College Setting.

Degree: EdD (Doctor of Education), Educational Leadership, 2017, East Tennessee State University

  In 2007, the Seamless Alignment and Integrated Learning Support (SAILS) program was implemented on a small scale at both Chattanooga State Community College (ChSCC)… (more)

Subjects/Keywords: SAILS; dual enrollment; college remediation; learning support; Educational Leadership

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APA (6th Edition):

Thomas, K. E. (2017). A Quantitative Analysis of the SAILS (Seamless Alignment of Integrated Learning Support) Program Collaboration in a Community College Setting. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3202

Chicago Manual of Style (16th Edition):

Thomas, Kelley E. “A Quantitative Analysis of the SAILS (Seamless Alignment of Integrated Learning Support) Program Collaboration in a Community College Setting.” 2017. Doctoral Dissertation, East Tennessee State University. Accessed July 18, 2019. https://dc.etsu.edu/etd/3202.

MLA Handbook (7th Edition):

Thomas, Kelley E. “A Quantitative Analysis of the SAILS (Seamless Alignment of Integrated Learning Support) Program Collaboration in a Community College Setting.” 2017. Web. 18 Jul 2019.

Vancouver:

Thomas KE. A Quantitative Analysis of the SAILS (Seamless Alignment of Integrated Learning Support) Program Collaboration in a Community College Setting. [Internet] [Doctoral dissertation]. East Tennessee State University; 2017. [cited 2019 Jul 18]. Available from: https://dc.etsu.edu/etd/3202.

Council of Science Editors:

Thomas KE. A Quantitative Analysis of the SAILS (Seamless Alignment of Integrated Learning Support) Program Collaboration in a Community College Setting. [Doctoral Dissertation]. East Tennessee State University; 2017. Available from: https://dc.etsu.edu/etd/3202

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