Term of Award

Summer 2020

Degree Name

Doctor of Education in Educational Leadership (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Department

College of Education

Committee Chair

Paul Brinson

Committee Member 1

Teri Melton

Committee Member 2

Bryan Griffin

Abstract

The purpose of this study was examine if legislation that greatly impacted the number of students taking dual enrollment courses in the state of Georgia was having an impact of CTAE programs in seven, rural school districts in southeast Georgia. This study employed a mixed methods research design. Quantitative data supplied by the Georgia Department of Education regarding enrollment numbers, as well as qualitative data gathered by the utilization of an open-ended questionnaire, were analyzed conjunctly to ascertain if an impact existed. This study focused on four overarching research questions regarding any potential impacts experienced with the implementation of the dual enrollment legislation known as Move On When Ready. They were as follows: (a) How has enrollment in high school CTASE classes changed since the passage of dual enrollment legislation? (b) How has participation in high school CTSO organizations changed since the passage of dual enrollment legislation? (c) According to CTAE educators, how has dual enrollment impacted classrooms? and (d) According to CTAE educators, how has dual enrollment impacted students’ characteristics? The study revealed that in terms of enrollment, CTAE classes had not been significantly impacted by the passage of the dual enrollment legislation. There did appear to be a positive impact by this legislation, with enrollment numbers remaining the same or with a slight increase; however, this was not statistically significant. CTAE educators overwhelmingly expressed that they had felt an impact with the passage of this legislation, although the quantitative numbers did not support their opinions. This study impacts small, rural school districts that need to conduct a deeper analysis to ascertain the reason for the disconnect between CTAE teachers’ opinions and the quantitative data.

OCLC Number

1175587112

Research Data and Supplementary Material

No

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