Theses and Dissertations

ORCID

https://orchid.org/009-006-9629-2914

Advisor

Milam, Alisha N.

Committee Member

Smith, Kaleb A.

Committee Member

Herbstrith, Julie C.

Committee Member

Biggers, Regina B.

Date of Degree

12-12-2025

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Education (Educational Policy and Design)

Degree Name

Doctor of Education (Ed.D.)

College

College of Education

Department

Division of Education

Abstract

This capstone project addresses equity gaps in dual enrollment programs in Mississippi, with a focus on North Glenn High School, a pseudonym for a high-poverty rural school. While dual credit opportunities have expanded statewide, disparities remain for first-generation, low-income, and minority students. A significant barrier is Mississippi’s reliance on ACT benchmarks for eligibility, which disproportionately excludes marginalized groups. The study examines the potential of the Pre-ACT in grades 9 and 10 as an early diagnostic tool to identify readiness gaps and inform targeted interventions before students take the ACT. Grounded in Bronfenbrenner’s Ecological Systems Theory and the Dual Enrollment Equity Pathways (DEEP) framework, the project emphasizes proactive advising, stakeholder engagement, and data-driven practices to expand access (Fink et. Al. 2023). A mixed-methods approach, including literature analysis, student data, and local policy review, informs the development of the North Glenn Equitable Practices Policy Guide. The guide provides actionable recommendations for ACT readiness, equitable advisement, transparent communication, and family engagement. By integrating theory with practical strategies, this project aims to bridge participation gaps and develop a sustainable, equity-focused dual enrollment model that increases college access and success for underrepresented students.

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