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Record identifier : 569300
Personal Name - Primary Intelectual Responsibility : Saltarelli, Carl A
Title and statement of responsibility : An examination of the relationship between early college credit and higher education achievement, persistence, and time to graduation, of students in South Texas [Thesis]
Publication, Distribution,Etc. : Texas A&M University - Kingsville, 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D
Body granting the degree : , Texas A&M University - Kingsville
Summary or Abstract : The researcher conducted a study to examine the factors associated with the success of undergraduate students in South Texas. Many high school graduates are entering college with credits earned while they were enrolled in high school. Researchers have examined the value of early college credit in easing students' transition from high school to college. Additionally, researchers have investigated the value of early college credit in enhancing students' early college persistence rates. This researcher focused on the relationships between early college credit and college student achievement, persistence, and time to graduation. Student achievement was measured by college grade point average, persistence was measured at the beginning of the third year of higher education, and time to graduation was measured in years.The population of interest for this study included 8,627 first-time undergraduate students from class years 1997 to 2005, from a state university in South Texas. A statistical analysis of institutional data was conducted to compare the grade point average, persistence, and time to graduation of students who entered the university with early college credit to those of students who entered the university without early college credit. Within the statistical analysis, the researcher controlled for the academic achievement influences high school class ranking and ACT aptitude test scores.Within the population at a South Texas University, there appears to be a moderate, statistically significant relationship between early college credit and higher education achievement, as measured by grade point average, when controlling for the effects of ACT scores and high school ranking. Within the population at a South Texas University, there appears to be a small, statistically significant relationship between early college credit and persistence in higher education, when controlling for the effects of ACT scores and high school ranking. Finally, within the population at a South Texas University, when controlling for the effects of ACT scores and high school ranking, there appears to be a moderate, statistically significant inverse relationship between early college credit and time to graduation, that is, as early college credit increases, time to graduation tends to decrease..
Topical Name Used as Subject : Higher education
Information of biblio record : TL
 
 
 
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