PDCCC INSTITUTIONAL RESEARCH BRIEF

This brief highlights key findings extracted from the Survey of Former Dual Credit Students. Students surveyed were graduates of Franklin High School (20%), Lakeland High School (40%) and Isle of Wight Academy (40%) in 1998, 1999 and 2000 and transferred to four-year institutions. These former dual enrollment students were surveyed to determine how satisfied they were with their PDCCC experience; the quality of PDCCC courses and instructors; and, what impact the dual enrollment classes had upon their experience at the four-year institution.

Major findings of the survey are:

Ø 80% of the respondents are attending a college full-time at Old Dominion University (20%), Radford University (20%), James Madison University (30%), East Carolina University (10%) and North Carolina State University (10%).

Ø Half the respondents felt that the college course taken in high school greatly prepared them for college courses after high school and the remaining respondents felt that these courses only somewhat prepared them for college courses at the four-year institution. However, all recommended these courses be continued at their high schools.

Ø An overwhelming majority of the respondents strongly agreed that the PDCCC courses provided self-enrichment value prior to entering the four-year institution. Students felt more capable of doing college-level work and better about themselves, and the courses prepared them to speak to their college professors with ease. Dual enrollment classes had little effect upon their decision to continue their education.

Ø For the most part, students agreed that the quality of dual enrollment courses and the tests and assignments were consistent with those in the four-year institutions. (60%)

Ø Fifty percent of the respondents indicated that the dual enrollment classes were not has difficult as the four-year institution classes, and, the quality of lectures and discussions was not equal.

Ø Students felt strongly that the dual enrollment classes were valuable as a “head start” on college and that these courses were clearly structured as college classes and served as an instructional bridge between high school and college. Instructors also received high ratings as “effective in teaching at the college level”.

Ø In addition to their support for dual enrollment classes and the benefits derived from the program, students’ comments included suggestions for a more rigorous biology class and the addition of art appreciation to fill the college general education requirement.