Dual-Enrolled Students' Perception of the Effect of Classroom Environment on Educational Experience

The researchers investigate the perceptions of dually-enrolled high school students. The researchers concentrate on the actual and perceived impact of the facility on the instructional benefits of the course. Additionally, the researchers explore the impact of combining high school and college students in a common classroom working with identical curriculum. Through critical inquiry the researchers provide a forum for dually-enrolled learners to articulate the strengths and weaknesses of the dual-enrollment model in which they participate. Introduction Dual enrollment is difficult to define for many reasons. Virtually every state has high schools and colleges that work within the framework of a dual enrollment system. Additionally, the very definition of dual enrollment is extremely broad. This phenomenon can most probably be attributed to the fact that there are many uses and objectives associated with dual enrollment. In its most simple form, dual enrollment is a system of cooperation between a high school and a university or community college that allows a student to attain college credit while pursuing a high school diploma; however, dual enrollment has evolved into much more (Fincher-Ford, 1996; School-to-Work, 1997). More precisely, the School-to-Work Glossary of Terms (1997) defines dual enrollment as, ". a program of study allowing high school students to simultaneously earn credits toward a high school diploma and a post secondary degree or certificate" (p. 25). Dual enrollment programs may be very small, involving a cooperation between one high school and one community college. Dual enrollment programs may also be very large, involving a cooperation between a community college and many schools in various counties. Very large programs such as this one usually serve a very large area and a very diverse student population (Delaino, 1990). Despite the fact that dual enrollment programs vary greatly in size, purpose, goals, mission, and population, served all have one thing in common. Dual enrollment programs exist to meet the specific needs of the high school students they serve (Galloway, 1994). Current State of Dual Enrollment Despite the fact that the number of dual enrollment programs in the United States is currently very high, this is a critical time for dual enrollment. States, community colleges, and high schools are more aware of fiscal accountability than ever before; hence, program scrutiny is at an all time high. Any program that does not have clearly articulated objectives, methods for reaching those objectives, and data to support progress is in jeopardy of being cut. Dual enrollment programs are not exempt from this accountability. The diverse functions and purposes of dual enrollment programs in this country offers evidence to the flexibility of dual enrollment programs on the whole; however, this makes accountability somewhat difficult. Each program must have unique performance objectives and a data driven method to measure progress towards those objectives. For example, vocational preparedness is a goal of many dual enrollment programs in this country; hence, a dual enrollment program focused on preparedness must be capable of showing evidence of a smoother transition for high school students in the program to the workforce (Accountability/Flexibility, 1990; Running Start, 1997). Transferability and Quality of Education It is not enough for a student to have the option to take high school and college courses for simultaneous credit; the credit must count for something. Of course, virtually no problem exists concerning the involved high school accepting the dual enrollment hours for credit; however, the transferability of the courses to a different community college or university is sometimes a difficult issue. When a dual credit agreement is reached between a high school and a community college, there is seldom an issue of transferability between those two institutions. The problem occurs when the student attempts to transfer the credit hours to a university or college that was not involved in the dual credit agreement. Ultimately, the student is at the mercy of the institution to which they are transferring. For example, the University of Florida does not accept dual enrollment chemistry hours from any college or university unless the student meets standard admissions requirements. As in any transfer, this decision is well within the jurisdiction of the University of Florida. Any university, ultimately, will have the final decision pertaining to transferability, whether the hours are dual enrollment hours or not (Brown, 1993; Windham, 1997). Dual Enrollment for the Traditional Learner Contrary to popular belief, dual enrollment is not exclusively for the academically gifted learner. There are many dual enrollment programs that target the lesser-gifted student. South Dakota public schools used dual enrollment as a tool to decrease the drop out rate of their high-risk students. Often at risk students do not see the purpose of attending school. The perception is that there is very little practical application for a person that does not aspire to go to college. South Dakota utilized dual enrollment to teach students vocational skills, to spark an interest in academics and to try to teach the students better learning strategies (Hoachlander & Tuma, 1989; Haas, 1990). Many non-gifted students are capable of having success in college; however, they often have trouble in the transition from high school to college. Some dual enrollment programs are focused primarily on aiding an average student in making this difficult transition (The Continuum, 1992). Some students simply will not have success in the traditional education system of our country. Unless they are given an opportunity to learn job skills and ways to have success in the American workforce, they are destined to fail in life. Traditional high schools often fail in preparing these students. Dual enrollment programs gives them a chance at success (Galloway, 1994). Promoting cultural pride and acceptance of diversity is another purpose of some non-academic based dual enrollment programs. David E. Bogert (1995) describes a community college system in Florida focused on bettering students academically, increasing cultural awareness and acceptance and granting dual credit for high school and college. Many primarily minority districts are utilizing dual enrollment to better prepare students for a success transition into college or the workforce (Chatel & Cimochowski, 1997). Problems with Dual Enrollment Although there are many advantages to the dual enrollment system, there are some drawbacks. Many courses do not meet the specific needs of the students they are supposed to serve. For example, a course may not be rigorous enough for a gifted student and too rigorous for a nongifted student. Transportation to the site where the courses are offered and transferability of hours post graduation are also potential problems with a dual enrollment program (Reiss & Follo, 1993). Cost is another potential drawback to the dual enrollment system. The method of funding dual enrollment varies greatly. For some, the cost falls directly to the student and his or her family. In other instances, it is subsidized in part or whole by the state. Some colleges offer scholarships and other forms of aid to entice students to enter a dual enrollment program (Fincher-Ford, 1996). Dual Enrollment and Climate School climate undoubtedly has a significant impact on student learning. School climate is simply the atmosphere and morale in a particular school. There has been no research conducted specifically on the impact of climate on co-enrollment. This fact can most probably be attributed to the fact that dual enrollment is only now becoming a readily accepted and even expected part of high school curriculum. There are an infinite number factors that contribute to the climate of a school. Howard, Howell, and Brainard (1987) argue that proximity and school facilities contribute greatly to climate; hence, there are clear climate implications that should be considered when selecting which facility to use for a dual enrollment course, the college or high school. Purpose and Significance of the Study The purpose of this study was to determine whether the location of dual enrollment courses on the high school or college campus affected the educational experience of dual enrollment students. Because most community colleges encourage high school students to co-enroll in college classes for credit, dual enrollment is one of the fastest growing services offered by community colleges. Both high schools and the colleges benefit from these dual enrollment arrangements. High school students can complete some of their college core curriculum before they graduate from high school, and the college benefits immediately from increased revenue while building a student base in the area. A high school student who is co-enrolled in college classes is likely to attend that community college after high school graduation. The study focused on the effect of location of those classes. In some community colleges, the college instructor travels to the high school, usually one evening a week, to teach the class in that environment. In some cases, the college class is limited to current high school students and is offered during the regular school day. Usually these classes are taught by a regular high school faculty member who is working as an adjunct community college instructor. In other situations, the co-enrolled students come to the college campus. At a time when all educational institutions are trying to offer more opportunity for students with fewer resources, administrators have to be concerned about offering the choices that allow the student to complete his or her goals. If one location (either the high school or college campus) proves to be more conducive for the success of the college s