Degree Name

EdD (Doctor of Education)


Educational Leadership

Date of Award


Committee Chair or Co-Chairs

Virgina Foley

Committee Members

John Boyd, Donald Good, Jason Horne


The purpose of this quantitative study was to determine if undergraduate students perceived that their college readiness was impacted by participation in Advanced Placement courses, dual-enrollment courses, or both. Perceptual data were gathered from freshmen and sophomores enrolled at East Tennessee State University using an online survey. The number of participants in this study was 265. Perceptions of the individual program components of both Advanced Placement and dual-enrollment courses were also assessed in relation to college readiness. The results of the study indicated that undergraduate students perceive instructor quality and course rigor of both AP and dual-enrollment as beneficial to their success in college. Participants also indicated that the college readiness skills acquired through program participation were beneficial to their college success to a significant extent in the areas of writing, time management, note-taking, study skills, independent learning, and reading complex text. When comparing results related to AP and dual-enrollment, participants assigned similar ratings to the college readiness skills assessed in all areas except independent learning. Participant responses indicated that they perceived dual-enrollment as more beneficial than AP in the area of independent learning. In response to an open-ended survey item, participants also reported that dual-enrollment courses were more beneficial than AP courses especially in regard to the transfer of course credit and instructor quality.

Document Type

Dissertation - unrestricted


Copyright by the authors.