Running head: LITERATURE REVIEW

Literature Review
Jenna Winger
SAA7600
Dr. Roxanne DuVivier
December 3, 2013
Wright State University

LITERATURE REVIEW

As a graduate student of introduction to student affairs, I was assigned to pick a topic of

interest in student affairs. I choose the sector of community colleges, my more specific topic as I
started to research became postsecondary enrollment option programs, dull enrollment programs
and early college programs. All the stated programs have the same goal to expose students to
secondary school along with making the transition smoother. As a graduate of the postsecondary
enrollment options program in Ohio, I can say that it is a wonderful opportunity to get a head
start on credits as well as a way to save money as in my case I transferred to a private 4-year
institution. Along with the issues with the athletics that play at the community colleges versus
going straight to a 4- year institution. Another current issue in community colleges is the gender
inequality factors, which is constantly gaining emphasis.
The first information that I wanted to gain was the terminology for the different types of
programs offered to high school students to gain college credits while still earning high school
credit. The program called dull enrollment is where at a high school there are faculty members
who are accredited to teach a specific course through a local college to where students who take
the class are able to earn the college credit without taking the course at a college. The early
college program was one that I was not aware of; it is a program that starts students gaining
college credit in their freshman year instead of their junior or senior years. The early college
program is where a high school faculty teaches the courses for both high school and college
credit. This program allows the teachers to be able to understand the students since they are
trained to teach that age group.
The final program is the postsecondary options enrollment program, where students are
enrolled in the community college as well as the high school. The students usually have to meet
certain criteria with GPA, class rank, ACT/SAT scores, and possibly recommendations from

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teachers and parents, not all school have the same criterion. The programs are usually free to
students depending on the state, or have to pay a discounted tuition. The books are usually
provided as long as the books are returned in good condition at the end of the semester. The
major factors of why these programs are so popular and why so many participants join; ranges
from the cost to benefits for students, colleges, and communities.
As the year increases so does the cost of tuition at a college, which can cause some
students to decide not to attend (Hoffman, Vargas, & Santos, 2009). These programs can help
cut the cost substantially and help students make a smooth transition into college classes. By
providing these programs to students who had not decided to go to college because they are first
generation college students, in the underrepresented ethnic group, or at risk, allows them to gain
some insight with the possibility of receiving an associates degree soon after high school
(Valadez, McDowell, Loveless, &DeLaGarza, 2012). For students at rural schools, these
programs allow students to gain greater academic opportunities that would be usually out of
reach due to distance and cost.
There are 15 states that require the school district to pay all or most of the tuition for the
students in the programs described above the states include Ohio, Michigan, California,
Colorado, Florida, Iowa, Washington, Georgia, Utah, New Mexico, New Jersey, Minnesota,
Maine, and Massachusetts. In 1998, Colorado started to require students to pay the tuition
upfront, but if students paid an enrollment fee, the tuition would be waived. Students in
Missouri, West Virginia, and North Dakota pay tuition, but at a discounted rate; for example in
Missouri students pay about one-third of the tuition. In Alabama, Idaho, Illinois, Oregon,
Pennsylvania, South Dakota, Tennessee, Virginia, and Wyoming all allow the specific school

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districts to decided what the students pay for the program. The last 18 states are where the
students usually pay the full tuition and fees, some students are able to get help paying.
The history of the programs was organized in 1985 with the postsecondary enrollment
options program. Minnesota was the first state to institute a program that enabled high school
juniors and seniors to get both high school and college credit at the states expense. With
anything that has the states funding, there is always the concern about taxpayers money used to
support. Supporting high schools and then using taxpayers money to support the students
enrolled in these programs would be like using double the money to educate the same students
(Townsend, 2008).
The programs that have the college professors, there are certain expectations that students
need to meet since it is a higher level course including to attend every class, complete every
assignment, and not receive a grade lower than a 75 percent. These are expectations that some
students skip on in high school, as there is more of an opportunity to get away with it. For early
college programs, some school have the students write how they are doing with working towards
their goals and what is needed to be accomplished in the weeks. Since the program is to focus on
making the students transition into college as smooth as possible, it allows time in class to
discuss the admissions process to go on in their college career. This helps students get
everything accomplished by the deadlines without rushing their senior year (Morrow & Torrez,
2012).
An important aspect for students of community colleges is knowing that even though
there are advisors available, that faculty can also advise on the specific areas along with the
transferring to a 4-year institution. It is important when wanting to transfer from a community
college that students have an idea of some colleges they want to transfer to so they can be in

LITERATURE REVIEW

contact with the college and make sure the credits will fully transfer. Along with having the
guarantee that the courses taken will be beneficial for the major wanted. It is shown that when
the teachers discuss their own experience at 4-year institutions and the options of transferring
(Wai-Ling, Tuladhar, & Lee, 2013). Some feel that advising can help bridge the gap between the
community college and a 4- year institution by helping prepare the students. With advising, the
students past what classes to take for what semester, an advisor can assist a student who is
having trouble by knowing the resources available. Students who have the accurate information
about what is needed to transfer or for their specific major have an easier track because they do
not waste time or money taking classes that will not be beneficial to their futures. Any advisor
would be able to tell you that without knowing the student and establishing that rapport it is hard
to assist them to the fullest in the process of achieving their educational goals in a timely manner
(Allen, Smith, & Muehleck, 2013).
For students, whether it is a nontraditional or a high school student enrolled in a
postsecondary enrollment options program it is important to have the skills necessary to keep up
with the course load. Some community colleges offer a course that allows student to prepare
themselves by either reviewing skills that could have been lost over the break period from high
school to returning or the skills that may be lacking. These courses have a range of names as
each separate college has their own, but the goal is always the same student success (Cho &
Karp, 2013).
One concern with the postsecondary enrollment options program is the concern of the
adult learners at community colleges. Since adult learners are the main population at a
community college, it is important to make sure that they are not affected negatively. Some
community colleges have had the adult learners complain about the students from the PSEO

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program. The major issues would involve the maturity level of the students versus the adult
learners, the fact that the professors are not trained to teach high school level students, and the
need to repeat information so the students understand completely. The adult learners are also
spending their hard-earned money to accomplish their educational goals, where the students
might only being buying the paper and pencils needed for class. With this gap, the adult learners
may have more motivation to learn as much as possible where the students want to pass to
receive the credits. Another issue is with having so many more students enrolled at the college
and not considering those back when the schools were built, the space for classrooms are limited
(Williams, 2010).
At early junior colleges, athletics was a part before World War I, as it is expected as part
of the college experience to many people. Athletics is used to attract a more diverse population
as well as to attract males that are considered first time students. In the 2001-02, school year
there was over five-hundred community colleges that had sports teams; there were more men
than women by about 30 percent. For the population of first time community college student,
athletics are at a high percentage than for the entire first time college student population. The
community colleges that provide the most commitment to athletics are in the rural settings at it is
a great way to keep the students participating outside of classes. These rural community colleges
provide the highest amount of financial aid to students as well as monetary benefit to the
coaches. With all the different sports that are offered at community colleges including football,
basketball, track, golf, soccer, tennis, baseball, volleyball, and softball. Out of all these sports,
the most expensive due to equipment, upkeep and various other items is football (Bush,
Castaneda, & Hardy, 2009).

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The final issue that I found interesting that has some differences from the 4-year
institutions is the gender equality at colleges. The interesting information found was that at
community colleges there are a higher percentage of female faculty members also with the
number of female presidents. The issues with this is that some female faculty members are still
paid less than male faculty members along with some of their opinions are not taken into account
for decision making. There are strives being made in the right direction just not completely there
yet. For female students, they are in a 2 to 1 ratio where there are almost double female students
versus male students. Colleges have started to accept more males because of this unbalance.
Even though there is not regulations stating females cannot go into certain fields, there is still a
lack in male dominated fields. It is great to find out that community colleges are more
accommodating with family leave policies and accommodating mothers by providing childcare
and rooms that allow privacy needed (Townsend, 2008).
In conclusion, community colleges are trying to adapt themselves to fit into most of their
students needs as well as what the states envision. The community college sector can be a way
to make a smoother transition into college courses, increase education to apply for better jobs,
accomplish educational goals, and make students successful at 4- year institutions. The main
role of any college is student success along with preparing the students for their future career
paths. I cannot wait to become part of the community college sector, see the diversity of the
student population, and work closely with them.

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8
References

Allen, J. M., Smith, C. L., & Muehleck, J. K. (2013). What kinds of advising are important to
community college pre- and post-transfer students? Community College Review. 41(4)
330-345. Doi:10.1177/0091552113505320
Boswell, K. (2001). State Policy and Postsecondary Enrollment Options: Creating seamless
systems. New Direction for Community Colleges.113, 7-14.
Bush, V.B., Castaneda, C., Hardy, D. E., & Katsinas, S. G. (2009). What the numbers say about
community colleges and athletics? New Directions for Community Colleges. 147 5-14.
doi: 10.1002/cc.373
Cho, S., & Karp, M. M. (2013). Student Success Courses in the Community College: Early
Enrollment and Educational Outcomes. Community College Review. 41(1) 86-103.
doi:10.1177/0091552112472227
Hoffman, N., Vargas, J., & Santos, J. New Direction for Dual Enrollment: Creating stronger
pathways from high school through college. New Directions for Community
Colleges.145, 43-58. Doi:10.1002/cc.354
Ivory, B. T. LGBT students in community colleges: Characteristics, challenges, and
recommendations. New Direction for Student Services. 111. 61-69.
Morrow, J. G., & Torrez, A. (2012). On Track to Their Dreams: This early college high school
helps first- generation college goers gain the self-management skills they need.
Educational Leadership.69, 74-77.
Valadez, C., McDowell, F. D., Loveless, D. J., & DeLaGarza, C. (2012). The early college
experience: Identity, community, and academic discourse- South Texas student stories.
CEDAR Yearbook. 2011-12. 101-116.

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Wai-Ling, B., Tuladhar, C., & Lee, J. (2013). Advising in the Classroom: How community
college STEM faculty support transfer-bound students. Journal of College Science
Teaching. 42(4)14-20.
Williams, M. R., & Southers, T. (2010). Blurring the Lines between High School and College:
Early Colleges and the Effect on Adult Learners. Adult learning, 21, 26-30.