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Secondary to Postsecondary Technical Education Transitions: An Exploratory Study of Dual Enrollment in Georgia

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An exploratory study of credit-based transition programs was conducted to better understand the processes, outcomes, facilitators, and barriers to high school student access to and continuation in postsecondary education. This qualitative case study research examined characteristics and operations of dual enrollment programs and their link to key transition outcomes to address the question: Do credit-based transition programs, specifically dual enrollment, facilitate college access and success for students who participate in them? Research questions focused on organization, participation, and outcomes of dual enrollment in the state of Georgia. Findings from site visits to technical colleges and high schools address emerging issues in organization, staffing, credit policies, funding, collaboration, student characteristics and motivation, programs of study, barriers to student access, benefits to student, follow-up, and program outcomes. This research is the first phase of a longitudinal, comprehensive multi-method study of dual enrolled students in Georgia and factors related to their transition into postsecondary education and work.
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Document Type: Research Article

Publication date: January 1, 2005

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  • (CTER) publishes refereed articles that examine research and research-related topics in vocational/career and technical education, career development, human resource development, career issues in the schools (Grades K-12), postsecondary education, adult and lifelong learning, and workforce education. The CTER Editorial Board is committed to publishing scholarly work that represents a variety of conceptual and methodological bases. Submission of manuscripts representing one of the following styles is encouraged: (a) empirically-based manuscripts that report results of original research, either quantitative or qualitative, (b) reviews or synthesis of empirical or theoretical literature, (c) essays derived from original historical or philosophical research, (d) reviews of recently published books, and (e) rejoinders to articles recently published in CTER. CTER will consider for publication papers initially presented at conferences, including those disseminated through conference proceedings.
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