dc.contributor.author	Harrell, Angela Chante
dc.coverage.spatial	Georgia	en_US
dc.date.accessioned	2023-05-17T18:58:37Z
dc.date.available	2023-05-17T18:58:37Z
dc.date.issued	2023-01-30
dc.identifier.other	83bea58c-baa6-4625-b3d9-9fad21edeef9	en_US
dc.identifier.uri	https://hdl.handle.net/10428/6690
dc.description.abstract	This case study examined the student perceptions of their time in one of Georgia’s Early College High Schools as related to their confidence in preparation for college. The mixed method design allowed for a look into the experiences of both recent graduates and current students. This Early College High School campus is one of eight in the state of Georgia. This campus targets a diverse population of first-generation college students and enrolls them in a program that is located physically adjacent to the public state university campus. Traditionally, many of the students who are enrolled in this program would not be expected to continue into postsecondary education and the population of the Early College campus is representative of communities that are not well represented in college campus environments. Recent graduates were interviewed using an in-depth approach via Google Meet. For phase two of the study, students who are currently enrolled in the Early College were offered a survey. This survey included items related to student perception, college readiness and additional topics of interest that arose from the phase one interviews. Three key findings resulted from the analysis of this research study. First, students’ perception of family engagement was more highly correlated with college readiness confidence than either the perception of academic preparation or social engagement. Second, students who noted a perception of positive academic preparation were also likely to perceive positive social engagement. Finally, while both current students and recent graduates perceived a high degree of self- advocacy within the Early College model, they described less certainty about relying on self-advocacy after their time in the Early College setting.	en_US
dc.format.extent	1 electronic document and derivatives, 159 pages. 2,452,129 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Education	en_US
dc.subject	Curriculum development	en_US
dc.subject	Georgia	en_US
dc.subject	High schools	en_US
dc.subject	College preparation programs	en_US
dc.title	A Case Study Examination of Georgia Early College Students' Perceptions Related to College Readiness	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Leadership, Technology and Workforce Development of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Downey, Steve
dc.description.committee	Jung, Jiyoon
dc.description.committee	Gerber, Brian
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Curriculum and Instruction	en_US