Date of Award

2021

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Abstract

By 2025, the majority of jobs in the United States will require postsecondary education and training beyond high school” (Lumina Foundation, n.d., p. 9). Earning college credit in high school, at times earning a postsecondary degree or credential simultaneously while working toward a high school diploma, presents an opportunity for states to increase postsecondary degree and/or credential attainment needed to meet labor market demands. A potential limitation to expanding the opportunity to earn college credit in high school came in 2015 when the Higher Learning Commission (HLC) adopted a policy revision regarding faculty qualifications. This quantitative study examined outcomes from a large sample of new, first-time college students at Ivy Tech Community College (ITCC) to determine if English Composition dual credit faculty credentials, years of experience, and postsecondary attainment impact student-level outcome variables once students matriculate. Results found that students who earned English Composition credit from a fully credentialed faculty had a statistically significant impact on the student cumulative GPA, fall and spring semester GPA, and fall and spring credits earned. Recommendations include a policy revision by the HLC as it relates to tested experience to include those teaching general education courses such as English Composition to allow those that have been teaching for a specified amount of time and have participated in ongoing professional development to meet the qualified faculty requirements of the HLC. Additionally, recommendations to institutions of higher education to incorporate tested experience into their institutional credentialing policies as well as to outline clearly professional development requirements for faculty credentialed under this model.

Download

Share

COinS