The Impact of Dual and Articulated Credit on College Readiness and Total Credit Hours in Four Selected Community Colleges
Kim, JoHyun
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/79908
Description
Title
The Impact of Dual and Articulated Credit on College Readiness and Total Credit Hours in Four Selected Community Colleges
Author(s)
Kim, JoHyun
Issue Date
2006
Doctoral Committee Chair(s)
Bragg, Debra
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Secondary
Language
eng
Abstract
This study concluded with recommendations to provide high school students more academic dual credit and articulated credit opportunities to better prepare for a college education and improve college retention. The important role of high school course-taking in college readiness found in this study also suggests the need to ensure the rigor and quantity of high school curriculum.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
