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Let's Hear from Early Admission Students: Designing a Readiness Program for Early Admission Students at a 2-Year Public College

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Title: Let's Hear from Early Admission Students: Designing a Readiness Program for Early Admission Students at a 2-Year Public College
Language: English
Authors: Yanella Gilbert
Source: Online Submission. 2024Ed.D. Scholarly Research Project, Bradley University.
Peer Reviewed: N
Page Count: 113
Publication Date: 2024
Document Type: Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
High Schools
Secondary Education
Descriptors: Early Admission, College Readiness, Two Year Colleges, Academic Achievement, College Bound Students, College Preparation, Transitional Programs, Public Colleges, Dual Enrollment, Peer Relationship, Student Welfare, Student Experience
Geographic Terms: Florida
Abstract: This study investigates the impact of readiness programs on Early Admission (EA) students at a 2-year public college. EA programs allow high school seniors students to enroll full-time in college courses while earning both high school and college credits. However, these students often face challenges in academic success, social-emotional support, and connectivity. The purpose of this mixed-methods study was to examine how different types of readiness programs (full-semester, half-semester, or none) influence EA students' experiences in these areas. The research was guided by the central question: "What type of readiness program has the most impact on EA students?" Four sub-questions explored the differences in academic success, social-emotional support, and connectivity across the three readiness program conditions. The methodology used an explanatory sequential mixed-methods design, beginning with quantitative data collection through pre- and post-surveys, followed by qualitative data from open-ended questions to explain the results further. Thirty EA students from Olivia State College participated, with each assigned to one of three groups: full-semester program, half-semester program, or no program. The findings revealed that the full-semester readiness program had the most significant positive impact on students' academic performance, emotional well-being, and peer connectivity. The half-semester program showed moderate benefits, while students with no readiness program struggled the most across all measured outcomes. The study concluded that continuous and structured support over a full semester is essential for promoting EA students' success in both academic and social-emotional domains. These findings suggest that 2-year public colleges should prioritize implementing comprehensive readiness programs to enhance the academic and personal development of EA students. Future research should explore the long-term effects of such programs and their impact on diverse student populations.
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED661921
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Let's Hear from Early Admission Students: Designing a Readiness Program for Early Admission Students at a 2-Year Public College
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2024Ed.D. Scholarly Research Project, Bradley University.
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  Data: 113
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  Data: 2024
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  Data: Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="DE" term="%22Early+Admission%22">Early Admission</searchLink><br /><searchLink fieldCode="DE" term="%22College+Readiness%22">College Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Two+Year+Colleges%22">Two Year Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22College+Bound+Students%22">College Bound Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Preparation%22">College Preparation</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+Programs%22">Transitional Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Colleges%22">Public Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Dual+Enrollment%22">Dual Enrollment</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Welfare%22">Student Welfare</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink>
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  Data: This study investigates the impact of readiness programs on Early Admission (EA) students at a 2-year public college. EA programs allow high school seniors students to enroll full-time in college courses while earning both high school and college credits. However, these students often face challenges in academic success, social-emotional support, and connectivity. The purpose of this mixed-methods study was to examine how different types of readiness programs (full-semester, half-semester, or none) influence EA students' experiences in these areas. The research was guided by the central question: "What type of readiness program has the most impact on EA students?" Four sub-questions explored the differences in academic success, social-emotional support, and connectivity across the three readiness program conditions. The methodology used an explanatory sequential mixed-methods design, beginning with quantitative data collection through pre- and post-surveys, followed by qualitative data from open-ended questions to explain the results further. Thirty EA students from Olivia State College participated, with each assigned to one of three groups: full-semester program, half-semester program, or no program. The findings revealed that the full-semester readiness program had the most significant positive impact on students' academic performance, emotional well-being, and peer connectivity. The half-semester program showed moderate benefits, while students with no readiness program struggled the most across all measured outcomes. The study concluded that continuous and structured support over a full semester is essential for promoting EA students' success in both academic and social-emotional domains. These findings suggest that 2-year public colleges should prioritize implementing comprehensive readiness programs to enhance the academic and personal development of EA students. Future research should explore the long-term effects of such programs and their impact on diverse student populations.
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  Data: 2024
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  Data: ED661921
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED661921
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 113
    Subjects:
      – SubjectFull: Early Admission
        Type: general
      – SubjectFull: College Readiness
        Type: general
      – SubjectFull: Two Year Colleges
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: College Bound Students
        Type: general
      – SubjectFull: College Preparation
        Type: general
      – SubjectFull: Transitional Programs
        Type: general
      – SubjectFull: Public Colleges
        Type: general
      – SubjectFull: Dual Enrollment
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Student Welfare
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Florida
        Type: general
    Titles:
      – TitleFull: Let's Hear from Early Admission Students: Designing a Readiness Program for Early Admission Students at a 2-Year Public College
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            NameFull: Yanella Gilbert
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          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 2024
          Titles:
            – TitleFull: Online Submission
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