dc.contributor.author	Lehner, Rachael Michelle
dc.coverage.spatial	Georgia	en_US
dc.date.accessioned	2025-05-15T15:13:50Z
dc.date.available	2025-05-15T15:13:50Z
dc.date.issued	2025-05-08
dc.identifier.other	f490aaf3-5eb0-46fb-adcf-092b92f19f68	en_US
dc.identifier.uri	https://hdl.handle.net/10428/7416
dc.description.abstract	This study explored the relationship between accelerated coursework and the post secondary enrollment patterns of secondary gifted students in Georgia. Using chi-square tests of independence, the research examined differences in matriculation rates among students participating in Advanced Placement (AP), Dual Enrollment (DE), or a combination of both. Binary logistic regression analyzed the predictive influence of accelerated coursework on enrollment outcomes. The findings showed no significant difference in matriculation rates for gifted students exclusively in AP (65.7%) versus DE (50.0%). However, gifted students who pursued both AP and DE courses exhibited higher rates of enrollment (77.4%), suggesting a combined benefit from diverse accelerated coursework. Furthermore, logistic regression indicated that for every course enrollment increase in AP course enrollment, the odds of post-secondary matriculation increased by 21% for gifted students, holding all other variables constant. These findings align with prior studies underscoring the role of rigorous academic preparation in enhancing college readiness. By highlighting the impact of advanced coursework, this study provides valuable insights for gifted students, their families, educators, counselors, and policymakers seeking to assist students toward successful post-secondary matriculation.	en_US
dc.format.extent	1 electronic record. PDF/A document, 117 pages, 4387667 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, Secondary	en_US
dc.subject	Education, Higher	en_US
dc.subject	Gifted children--Education	en_US
dc.subject	Advanced placement programs (Education)	en_US
dc.subject	Dual Enrollment	en_US
dc.subject	School enrollment	en_US
dc.subject	Gifted children--Education	en_US
dc.subject	Universities and colleges--Examinations	en_US
dc.title	Relationships Between Accelerated Coursework and Gifted Students’ Post-Secondary Matriculation	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Arrastia-Chisholm, Meagan
dc.description.committee	Workman, Jamie
dc.description.committee	Desmet, Ophelie
dc.description.degree	Ed.D.	en_US
dc.description.major	Curriculum, Leadership & Technology	en_US