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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113

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

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.

As Provided

2024

ED661921