Date

4-7-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Christopher Parrish

Keywords

dual enrollment, Level Up, House Bill 2005, pathways

Disciplines

Education

Abstract

The purpose of this qualitative case study was to understand the student and teacher perceptions regarding a dual enrollment pathway program in southern West Virginia, known as the Level Up program, which originated from West Virginia Legislature House Bill 2005, and its impact on the postsecondary decisions of students who completed one of the pathways. The theory guiding this case study is Carl Rogers Child Development Theory, as it explains why students challenge themselves to take dual enrollment courses and put themselves in more rigorous academic situations. The central research question is how a county-wide dual enrollment program influences the postsecondary decisions of students in southern West Virginia. This qualitative case study used a random sampling of former dual enrollment students who had graduated from a dual enrollment pathway program and teachers who had taught at least one year in a dual enrollment program. There were nine student participants and five teacher participants from Tech One, a school in the Elevate School District in southern West Virginia. Data was collected through individual interviews, focus groups, and questionnaires with both participant groups. Data analysis followed an open coding and thematic analysis process to identify themes across participant responses. Findings from this study contribute to a deeper understanding of the Level Up Pathway program and its impact on the postsecondary decisions of students and perceptions of teachers who are involved in the programs.

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