Gaining Insights from a Case Study of High School Student Performance in Dual-Credit College Chemistry Courses

Autor/inn/en	White, Jacob; Hopkins, Robert; Shockley, Denise
Titel	Gaining Insights from a Case Study of High School Student Performance in Dual-Credit College Chemistry Courses
Quelle	In: Journal of Chemical Education, 91 (2014) 1, S.30-36 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed400325t
Schlagwörter	Dual Enrollment; Secondary School Science; High School Students; College Science; Chemistry; College Credits; Team Teaching; Teacher Collaboration; College School Cooperation; Standardized Tests; Science Tests; Academic Persistence; Statistical Analysis; Grades (Scholastic) + Suchen Sie Ihr Suchwort? Doppelstudium; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Chemie; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Teamteaching; Lehrerkooperation; Standadised tests; Standardisierter Test; Statistische Analyse; Notenspiegel
Abstract	This report describes student performance in a state-level initiative that provided first-year college coursework in chemistry to high school students. Upon successful completion of the coursework, students received both high school and college credit. In this initiative, high school teachers team taught college-level chemistry courses in collaboration with a university chemistry professor on high school campuses within proximity to the university. High school student performance was measured using an ACS standardized exam in general chemistry as well as common midterm exams and was compared with performance of traditional college students using the same assessment instruments. Course completion rates were also compared. In most cases, statistical analysis of student performance data indicates that high school students participating in the dual-credit courses developed content knowledge equivalent with measured norms for college students yet had a higher rate of course completion, suggesting that this dual-credit initiative was a viable option for increasing accessibility to college chemistry. Furthermore, broad insights were gained for addressing and potentially improving student success and course completion in response to recent shifts in funding formulas within higher education. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10