Current Search:   Enrollment (x)

View All Items

  • CSV Spreadsheet
(1 - 9 of 9)
Fostering paths of enrollment from an urban high school to a large, public university
Title
Fostering paths of enrollment from an urban high school to a large, public university.
Creator
Wyenberg, Colin, Cox, Dr. Thomas, Vitale, Thomas, Hopp, Carolyn, Williams, Falecia, University of Central Florida
Abstract / Description
This qualitative study sought to address the problem of lower enrollment of students from Jones High School in Orlando, Florida than is desired by the University of Central Florida (UCF). The university has new developments in the community near Jones High School and this dissertation in practice seeks to develop recruitment practices to increase enrollment of this population. Alumni from Jones High School who currently attend UCF were selected for a qualitative study including a survey and...
Show moreThis qualitative study sought to address the problem of lower enrollment of students from Jones High School in Orlando, Florida than is desired by the University of Central Florida (UCF). The university has new developments in the community near Jones High School and this dissertation in practice seeks to develop recruitment practices to increase enrollment of this population. Alumni from Jones High School who currently attend UCF were selected for a qualitative study including a survey and interview to examine the phenomenological experiences regarding their decision to enroll and the path of enrollment they selected. Multiple paths of enrollment exist for this population which includes entering directly from high school, transferring from other institutions, as well as a guaranteed admission program from local state colleges called Direct Connect. This qualitative study revealed that the Direct Connect program is the most common path of entry for participants followed by those enrolling from high school. Experiences that influenced decisions to enroll at UCF included convenience factors such as location, the ease of enrolling through the Direct Connect program, and the financial savings associated with a public university and the state colleges. It was also revealed that deficiencies existed in UCF's current recruitment presence on the campus of Jones High School as compared to other institutions of higher education making a more lasting impact. Implications for future practice were offered to encourage existing paths of enrollment and increased UCF recruitment presence on the Jones campus.
Show less
Date Issued
2016
Identifier
CFE0006423, ucf:51472
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006423
ANALYSIS OF INTERNATIONAL STUDENT ENROLLMENTSAT A FLORIDA PUBLIC UNIVERSITY
Title
ANALYSIS OF INTERNATIONAL STUDENT ENROLLMENTSAT A FLORIDA PUBLIC UNIVERSITY.
Creator
Weidman, Diana, Tubbs, LeVester, University of Central Florida
Abstract / Description
This study sought to determine if international student admissions at a public university had been affected by the events on September 11, 2001. To accomplish this, an analysis was conducted comparing international and domestic students' application rates, number of acceptances and enrollments for the fall semesters from 1998 through 2004 on data obtained from University of South Florida. The USF population data were also compared to enrollments in the U.S. for the respective years. Analyses...
Show moreThis study sought to determine if international student admissions at a public university had been affected by the events on September 11, 2001. To accomplish this, an analysis was conducted comparing international and domestic students' application rates, number of acceptances and enrollments for the fall semesters from 1998 through 2004 on data obtained from University of South Florida. The USF population data were also compared to enrollments in the U.S. for the respective years. Analyses on application frequencies and student enrollments comparing colleges of major and regions of origin were also performed. Generally, although statistical significance was found in many comparisons, the results of the chi square analyses found that no real effects were present, particularly when comparing USF international and domestic student populations. The chi square analyses comparing USF enrollments to the U.S. population from 1998 to 2003 also found no real effect. The analyses of the proportions of international graduate and domestic student enrollments and applications before and after September 11, 2001, also found no relationship. However, the analyses on world regions found that proportions of students from the Mideast declined from before to after Fall 2001 but other regions increased. Additionally, for graduate students, the proportion of Chinese students declined after 2001. Descriptive statistics indicated that international students majoring in engineering declined after 2001. The literature review found there were many factors in influencing the international student population in the U.S. including competition from other countries for students, the expense of a U.S education and changes in the U.S. regulations for issuing student visas. In general, the literature supported a decline in the number of overseas students coming to the U.S. to study. While the USF enrollments seemed to be consistent with the literature, no conclusive evidence indicated this decline was a result of the events of September 11, 2001.
Show less
Date Issued
2005
Identifier
CFE0000559, ucf:46419
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000559
High School Students Attending College: A Study of the Dual Enrollment Program and its Impact on the Postsecondary Institution of Brevard Community College
Title
High School Students Attending College: A Study of the Dual Enrollment Program and its Impact on the Postsecondary Institution of Brevard Community College.
Creator
Hiesterman, Matthew, Rivera, Fernando, Gay, David, Grauerholz, Elizabeth, University of Central Florida
Abstract / Description
This study looks at the dual enrollment program at Brevard Community College in the state of Florida. It uses new interview data to determine if the positive and negative aspects of the program established by the literature still pertain. Four main themes were identified by the study of dual enrollment students and the postsecondary institution: money, quality of students, quantity of students, and opportunities of students and the institution. A discussion of each side of the discourse are...
Show moreThis study looks at the dual enrollment program at Brevard Community College in the state of Florida. It uses new interview data to determine if the positive and negative aspects of the program established by the literature still pertain. Four main themes were identified by the study of dual enrollment students and the postsecondary institution: money, quality of students, quantity of students, and opportunities of students and the institution. A discussion of each side of the discourse are made in order to help the program retain its positive attributes. While quality, quantity, and money are all issues concerning the day to day problems that arise in the program, it would appear that the motivation and reason a student is in the dual enrollment program drastically affects all three of these themes as they have the ability to positively or negatively use the opportunity of being in the program. Recommendations are made which may allow the institution and those involved in the dual enrollment program, specifically the faculty, to run as smoothly, efficiently, and productively as possible.
Show less
Date Issued
2013
Identifier
CFE0004862, ucf:49685
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004862
A Dynamic Enrollment Simulation Model for Planning and Decision-Making in a University
Title
A Dynamic Enrollment Simulation Model for Planning and Decision-Making in a University.
Creator
Robledo, Luis, Sepulveda, Jose, Kincaid, John, Armacost, Robert, Archer, Sandra, University of Central Florida
Abstract / Description
Decision support systems for university management have had limited improvement in the incorporation of new cutting-edge techniques. Most decision-makers use traditional forecasting methods to base their decisions in order to maintain financially affordable programs and keep universities competitive for the last few decades. Strategic planning for universities has always been related to enrollment revenues, and operational expenses. Enrollment models in use today are able to represent...
Show moreDecision support systems for university management have had limited improvement in the incorporation of new cutting-edge techniques. Most decision-makers use traditional forecasting methods to base their decisions in order to maintain financially affordable programs and keep universities competitive for the last few decades. Strategic planning for universities has always been related to enrollment revenues, and operational expenses. Enrollment models in use today are able to represent forecasting based on historical data, considering usual variables like student headcount, student credit, among others. No consideration is given to students' preferences. Retention models, associated to enrollment, deal with average retention times leaving off preferences as well.Preferences play a major role at institutions where students are not required to declare their intentions (major) immediately. Even if they do, they may change it if they find another, more attractive major, or they may even decide to leave college for external reasons.Enrollment models have been identified to deal with three main purposes: prediction of income from tuition (in-state, out-of-state), planning of future courses and curriculum, and allocation of resources to academic departments, This general perspective does not provide useful information to faculty and Departments for detailed planning and allocation of resources for the next term or year. There is a need of new metrics to help faculty and Departments to reach a detailed and useful level in order to effectively plan this allocation of resources. The dynamics in the rate-of-growth, the preferences students have for certain majors at a specific point of time, or economic hardship make a difference when decisions have to be made for budgets requests, hiring of faculty, classroom assignment, parking, transportation, or even building new facilities. Existing models do not make difference between these variables.This simulation model is a hybrid model that considers the use of System Dynamics, Discrete-event and Agent-based simulation, which allows the representation of the general enrollment process at the University level (strategic decisions), and enrollment, retention and major selection at the College (tactical decisions) and Department level (operational decisions). This approach allows lower level to more accurately predict the number of students retained for next term or year, while allowing upper levels to decide on new students to admit (first time in college and transfers) and results in recommendations on faculty hiring, class or labs assignment, and resource allocation.This model merges both high and low levels of student's enrollment models into one application, allowing not only representation of the current overall enrollment, but also prediction at the College and Department level. This provides information on optimal classroom assignments, faculty and student resource allocation.
Show less
Date Issued
2013
Identifier
CFE0005055, ucf:49970
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005055
AN EVALUATION OF ENROLLMENT MANAGEMENT MODELS OF THE 28 FLORIDA COMMUNITY COLLEGES
Title
AN EVALUATION OF ENROLLMENT MANAGEMENT MODELS OF THE 28 FLORIDA COMMUNITY COLLEGES.
Creator
LoBasso, Thomas, Bozeman, William, University of Central Florida
Abstract / Description
ABSTRACT The purpose of this study was to determine the extent to which enrollment management models have been successfully implemented within the 28 Florida community colleges. The study also sought to determine when enrollment management structures began and whether expected benefits were achieved. Analysis of the data collected in this study indicated the following five major findings. First, enrollment management concepts and practices have been implemented at some level within the 23...
Show moreABSTRACT The purpose of this study was to determine the extent to which enrollment management models have been successfully implemented within the 28 Florida community colleges. The study also sought to determine when enrollment management structures began and whether expected benefits were achieved. Analysis of the data collected in this study indicated the following five major findings. First, enrollment management concepts and practices have been implemented at some level within the 23 Florida community colleges surveyed. This was evident by the use of the word "enrollment" in the organizational titles as well as in the titles of the individuals who were responsible for the models. Second, enrollment management models reported were determined to be relatively new in comparison to four-year institutions. The literature on enrollment management demonstrated that four-year colleges began enrollment management practices in the early-to-mid 1970s. Much of the existing literature on enrollment management has been based on the experiences at four-year institutions. Third, some enrollment management divisions appeared to have key enrollment offices displaced. The key enrollment offices selected in this study were supported throughout the literature. Those offices represented were as follows: Admissions, Records and Registration, Financial aid, Orientation, and Advising. Fourth, increasing enrollment was the strongest reason for implementing the enrollment structure and subsequently was the strongest benefit realized. The anticipated decline in high school graduates, and the expectation of subsequent declining college enrollments during the 1970s, provided the impetus for the adoption of models of enrollment management. The fifth finding was that moving key enrollment offices such as financial aid into the enrollment management organizations would be an improvement to existing models. As enrollment management concepts are implemented into practice, the realignment of related offices may be necessary to effectively accomplish goals.
Show less
Date Issued
2005
Identifier
CFE0000371, ucf:46330
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000371
PRACTICES OF HIGH SCHOOL PRINCIPALS REGARDING OPEN ENROLLMENT IN ADVANCED PLACEMENT COURSES AND STUDENT PERFORMANCE RESULTS IN 2009
Title
PRACTICES OF HIGH SCHOOL PRINCIPALS REGARDING OPEN ENROLLMENT IN ADVANCED PLACEMENT COURSES AND STUDENT PERFORMANCE RESULTS IN 2009.
Creator
Bradshaw, Leigh, Taylor, Rosemarye, University of Central Florida
Abstract / Description
The goal of this research was to determine whether or not there was a relationship between principalsÂÂ' reports of practices regarding open enrollment in Advanced Placement (AP) courses and student achievement results on the AP examinations. Because the percentage of the school population enrolled in AP courses and the percentage of students scoring a 3, 4, or 5 on AP examinations were anticipated to impact high school grades in Florida beginning in 2010, research from...
Show moreThe goal of this research was to determine whether or not there was a relationship between principalsÂÂ' reports of practices regarding open enrollment in Advanced Placement (AP) courses and student achievement results on the AP examinations. Because the percentage of the school population enrolled in AP courses and the percentage of students scoring a 3, 4, or 5 on AP examinations were anticipated to impact high school grades in Florida beginning in 2010, research from this study may provide important information to Florida school leaders. Because of school accountability and educational reform initiatives, the study is also important to educational leaders on a national level. Relationships between open enrollment practices shaped by high school principalsÂÂ' decisions and beliefs and the increased enrollment and student performance on AP exams were examined to allow school districts to make curricular decisions regarding rigorous curricular opportunities based on the importance of designing high school AP programs that provide equity and access for all students. The population for this study included all public high schools and their principals (N=56) in five central Florida school districts that administered AP exams in May 2009 and received a Florida Department of Education assigned school grade during the 2008-2009 school year. A multiple linear regression analysis was conducted to examine the relationships between the percentage of students from a school who took or passed the AP examination (dependent variable) and three independent variables describing principalÂÂ's attitudes toward the schoolÂÂ's AP program: (a) access and equity practices, (b) open enrollment practices, and (c) a rating of importance of the AP program. The goal was to determine if the AP examination passing percentage or enrollment percentage could be predicted by these three principal attitudinal variables. The schoolsÂÂ' percentages of students scoring a 3, 4, 5, on AP examinations or taking AP examinations were gathered from the Florida Department of Education website. PrincipalsÂÂ' reports of practices were obtained from self-report on the AP Course Enrollment Survey. When examining to what extent, if any, was there a relationship between the principals' reports of practices regarding open enrollment in AP courses and overall student achievement results on AP examinations in five central Florida counties, there were significant predictors based upon the regression model. In predicting the schoolÂÂ's percentage of white, Hispanic, and Asian populations passing the AP examinations, only the principalÂÂ's perception of access and equity was a statistically significant factor. There were no statistically significant predictors of a schoolÂÂ's percentage of African American students passing the AP examinations. Neither principalÂÂ's perception of open enrollment nor importance contributed to the model results regarding open enrollment in AP courses and overall student achievement results on AP examinations. When examining to what extent, if any, was there a relationship between the principals' reports of practices regarding open enrollment in AP courses and the percentage of students enrolled in AP courses in five central Florida counties, there were significant predictors based upon the regression model. In predicting the schoolÂÂ's percentage of students taking AP examinations, only the principalÂÂ's perception of importance was significant for overall and for all student populations. Open enrollment was significant for the overall populations as well as white and Asian subpopulations. Access/Equity was only significant for white students. Thus, importance was the main cause of the model significance regarding open enrollment in AP courses and the percentage of students enrolled in AP courses. This investigation revealed that as schools increased the access and equity in AP programs that successful student performance percentages increased as did AP course enrollment percentages. Also when the variable of importance by principals was placed on AP programs, it typically had a positive impact on student performance percentages yet sometimes caused a decrease in AP course enrollment. The investigation also revealed and was supported by research that the open enrollment practices of a school may cause a decrease in successful student performance percentages. However, open enrollment practices increase student enrollment in AP courses and student success over time. Educational leaders have the natural responsibility to increase student achievement in schools. There must be appropriate practices and procedures put in place and monitored by principals to meet accountability standards and to increase equity in and access to a rigorous curriculum for all students. Based of educational reform and school accountability demands, balancing the benefits of open enrollment for AP programs, cost effectiveness of AP programs, the allocation of scarce resources, and maintaining course validity and rigor are important issues for educational leaders to consider (College Board, 2004).
Show less
Date Issued
2010
Identifier
CFE0003245, ucf:48563
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003245
The Role of Invitational Theory on Minority Student Enrollment in Advanced Placement Courses
Title
The Role of Invitational Theory on Minority Student Enrollment in Advanced Placement Courses.
Creator
McDonald, Jason, Murray, Kenneth, Murray, Barbara, Baldwin, Lee, Hutchinson, Cynthia, University of Central Florida
Abstract / Description
The number of students enrolling in Advanced Placement (AP) classes has been increasing in Florida and across the nation over the last decade. However, this trend is not happening for traditionally underserved groups of students such as African Americans, Hispanics, and students from low socioeconomic backgrounds. These minority groups are underrepresented in AP classes, while Asian and White students are overrepresented. This trend is alarming because there are qualified minority students...
Show moreThe number of students enrolling in Advanced Placement (AP) classes has been increasing in Florida and across the nation over the last decade. However, this trend is not happening for traditionally underserved groups of students such as African Americans, Hispanics, and students from low socioeconomic backgrounds. These minority groups are underrepresented in AP classes, while Asian and White students are overrepresented. This trend is alarming because there are qualified minority students who have a great chance of being successful in AP classes according to AP Potential(TM) data. For some reason though, these qualified minority and low income students are nevertheless not enrolling in AP classes. The purpose of this research was to investigate whether or not the extension of inviting messages to enroll in AP courses was dependent upon students' ethnic and/or socioeconomic background. A mixture of quantitative and qualitative research methods were employed to examine how the role of invitational theory affects minority student enrollment in AP classes. Mean scale scores from a survey were used to measure student attitudes about how welcoming and inviting schools were when it came to student recruitment into AP classes. T-tests and an analysis of variance were used to determine if there were differences in attitudes among students currently enrolled in AP classes, students of various economic means, and students of various ethnicities. Results from this study found that students already in AP classes felt very invited to challenge themselves in AP classes by teachers, administrators, parents, and peers. Richer students, Whites, and Asians also felt more invited to join AP classes than did poorer, African American, and Hispanic students, though these results were not statistically significant. To increase enrollment in AP classes, the overwhelming response from students was that schools should advertise the pros and cons of taking an AP class. Future research should examine students' perspectives regarding inviting school cultures in regions outside of the southeastern United States. Researchers should also focus on students in urban high schools as previous research has only examined student attitudes in rural and suburban high schools. Finally, future research should examine inviting school cultures from other stakeholders' perspectives such as parents and teachers.
Show less
Date Issued
2014
Identifier
CFE0005529, ucf:50329
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005529
Social Disorganization and Florida Public High School Academic Performance
Title
Social Disorganization and Florida Public High School Academic Performance.
Creator
Kanaan, David, Wan, Thomas, Wolf, Ross, Stevenson, Robyne, Mitchell, David, University of Central Florida
Abstract / Description
Failing public high schools are a perpetual limitation to community sustainability. Conversely, economically disadvantaged communities more often produce schools with reduced academic performance. Unfortunately, comprehensive community-based remedies are generally outside the scope of a school district's control. Social disorganization theory attributes variations in crime and delinquency to a breakdown in communal structure and relationships. Applied in a similar manner, social...
Show moreFailing public high schools are a perpetual limitation to community sustainability. Conversely, economically disadvantaged communities more often produce schools with reduced academic performance. Unfortunately, comprehensive community-based remedies are generally outside the scope of a school district's control. Social disorganization theory attributes variations in crime and delinquency to a breakdown in communal structure and relationships. Applied in a similar manner, social disorganization has also been associated with lower student achievement.This research examined how social disorganization is associated with Florida public high school academic performance in a two phase analysis at the community and school district levels. In addition, the research tested a potential moderating effect of receiving the Five Star School Award, recognizing family and community involvement, and Florida public high school academic performance with social disorganization factors simultaneously considered. In the first phase, the study used a cross-sectional, non-experimental design analyzing secondary data by structural equation modeling (SEM) at the community-level. For the second phase, the study used a cross-sectional, non-experimental design analyzing aggregated secondary data in multiple linear regressions assessing statistically significant associations between social disorganization predictors and school academic performance variables at the school district-level. SEM analysis found a statistically significant and large negative association between the social disorganization factors residential mobility, single-parent households, socio-economic status and percentage of divorced or separated persons, and Florida public high school academic performance at the community-level. Also at the community-level, results showed that receiving the Five Star School award for satisfying family and community involvement criteria had a statistically significant but small positive association with Florida public high school performance when social disorganization factors were simultaneously considered. At the district or county level, multiple regression analyses found relevant negative associations between social disorganization predictors low median income and ethnic heterogeneity and school district average FCAT scores and Adequate Yearly Progress (AYP) percentages. The study results reinforce existing neighborhood deprivation and social disorganization literature and articulate the need for a community-based approach to improve high school academic performance. Finally, the research suggests prominent education policy reforms may exacerbate social disorganization in communities and proposes alternative policy implementations.
Show less
Date Issued
2016
Identifier
CFE0006335, ucf:51548
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006335
An Analysis of Race and Gender in Select Choice Programs Within Brevard County Public Schools
Title
An Analysis of Race and Gender in Select Choice Programs Within Brevard County Public Schools.
Creator
Doaks, Synthia, Murray, Barbara, Murray, Kenneth, Baldwin, Lee, Thedy, Elizabeth, University of Central Florida
Abstract / Description
The focus of this research was to compare the student membership population proportions, by race and gender, of Brevard County Public School students with the actual participation in select choice programs offered to Brevard County public high school students. This study was based on an analysis of the scores of 1,152 eighth-grade students who received a score of 4 or 5 on the 2008 Florida Comprehensive Assessment Test (FCAT) mathematics and a score of 4 or 5 on the 2008 Florida Comprehensive...
Show moreThe focus of this research was to compare the student membership population proportions, by race and gender, of Brevard County Public School students with the actual participation in select choice programs offered to Brevard County public high school students. This study was based on an analysis of the scores of 1,152 eighth-grade students who received a score of 4 or 5 on the 2008 Florida Comprehensive Assessment Test (FCAT) mathematics and a score of 4 or 5 on the 2008 Florida Comprehensive Assessment Test (FCAT) reading and their participation in high school advanced academic courses. The advanced academic choice programs selected for this study consisted of the four Florida articulated accelerated college credit seeking programs: Advanced Placement (AP), Dual-Enrollment (DE), International Baccalaureate(&)#174; (IB) Diploma Programme, and the Cambridge Advanced International Certificate of Education (AICE). The proportion comparison consisted of student membership data and eighth-grade FCAT scores from 2007-2008 and the student membership data and high school course load data from the 2008-2009, 2009-2010, 2010-2011, and 2011-2012 academic school years. Chi-square goodness-of-fit tests were run to analyze the proportions by race and gender of the sample groups and student membership populations. For each respective year involved in this study, there was a statistically significant difference in the race and gender proportions of the samples and the student membership populations.
Show less
Date Issued
2014
Identifier
CFE0005325, ucf:50509
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005325