THE PERCEIVED IMPACT OF EARLY COLLEGE ON STUDENTS’ SELF-EFFICACY AND TRANSITION POST-UNIVERSITY MATRICULATION

Abstract

The purpose of this case study is to examine the perceived college readiness, overall transition into college, and perceived self-efficacy as it relates to college-level course work for Howard E. Ivester Early College (Ivester) graduates upon matriculation into the University of North Georgia (UNG). Early college is one delivery method for dual enrollment, a fast-growing program in Georgia. Ivester opened in Fall 2016 and is an independent campus formed through a partnership with Hall County Schools, UNG, Lanier Technical College, and Brenau University. Currently, data on dual enrollment and early college students are significantly limited across Georgia. Participants were recruited based upon their Ivester participation and UNG matriculation. Data were collected using the National Alliance for Concurrent Enrollment Partnerships (NACEP)’s Student Alumni Survey Essential Questions One Year Out of High School questionnaire, adapted with permission, coupled with an individual interview. Twenty-nine participants spanned every year that Ivester has been open between Fall 2016 and Spring 2020 and represented six of the seven Hall County high schools. Ivester graduates reported feeling better prepared academically for college, having more realistic college expectations and more confidence in their ability to succeed, having improved study skills, developing enhanced time management skills, gaining increased belief in their talent and abilities, and feeling better prepared to begin college overall. While the research was conducted, the COVID-19 pandemic occurred. The Ivester students of this time period had a very different experience from those attending prior to the pandemic, yet their positive feedback remained consistent. Participants reported support from faculty and staff, experience with college-like scheduling, optional transportation, and opportunities for independence as critical contributors to their perceived college readiness, overall transition into UNG, and perceived self-efficacy towards college-level coursework.