Author: Mary Patricia Wochner
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 218

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Book Description

Author: Mary Patricia Wochner
Publisher:
ISBN:
Category :
Languages : en
Pages : 220

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Book Description

Author: Dave Pelkey
Publisher:
ISBN:
Category :
Languages : en
Pages : 125

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Book Description
The purpose of this study is to identify factors that support the likelihood of persistence of academically underprepared community college students to 45 college level credits. Factors considered in this research include: (a) race/ethnicity, (b) age, (c) enrollment status, (d) socio-economic status (SES), (e) first quarter GPA, (f) developmental need, (g) participation in a learning community, and (h) completion of a first year seminar course. The population of students used for the purposes of this research was a cohort of first time, full and part-time, community college students enrolled in associate degree pre-baccalaureate programs of study at Tacoma Community College during Fall quarter 2005. Students in this cohort placed below college level in mathematics, reading or English. Binary logistic regression was used to evaluate the existence, direction and strength of the relationships between each of the independent variables and the dependent variable the completion of 45 college credits. Findings from this study indicate that enrollment status, specifically full-time enrollment and first quarter GPA, both had statistically significant positive relationships to persistence of academically underprepared students at the community college. Although this research only identifies only two elements as having statistically significant relationships to the completion of 45 credits the data does indicate several other variables with high odds ratios that suggest a possibility that they influence the persistence of academically underprepared students and should be considered by practitioners at community colleges.

Author: Chad E. Adero
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 220

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Book Description
According to Bailey and Cho (2010), addressing the needs of students in developmental education is perhaps the most difficult and most important problem facing community colleges. The P.A.S.S. Summer Bridge and Support program at a suburban community college is designed to address those needs. The purpose of this comparative quantitative study, using a secondary data set, was to examine the differences in persistence and successful course completion of developmental and college-level credit courses of students who participated in the P.A.S.S. Summer Bridge and Support Program at a mid-size suburban community college. This study compared the fall-to-spring and fall-to-fall persistence rates and successful course completion during three consecutive years between the two groups. This study found no statistically significant differences, p

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 734

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Book Description

Author: Mary Melissa Lavender
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages :

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Book Description

Author: Kathryn Claire King
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 304

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Book Description

Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 796

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Book Description

Author: Kimberly M. Ennis
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 144

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Book Description

Author: Vincent Tinto
Publisher: University of Chicago Press
ISBN: 0226804526
Category : Education
Languages : en
Pages : 240

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Book Description
Even as the number of students attending college has more than doubled in the past forty years, it is still the case that nearly half of all college students in the United States will not complete their degree within six years. It is clear that much remains to be done toward improving student success. For more than twenty years, Vincent Tinto’s pathbreaking book Leaving College has been recognized as the definitive resource on student retention in higher education. Now, with Completing College, Tinto offers administrators a coherent framework with which to develop and implement programs to promote completion. Deftly distilling an enormous amount of research, Tinto identifies the essential conditions enabling students to succeed and continue on within institutions. Especially during the early years, he shows that students thrive in settings that pair high expectations for success with structured academic, social, and financial support, provide frequent feedback and assessments of their performance, and promote their active involvement with other students and faculty. And while these conditions may be worked on and met at different institutional levels, Tinto points to the classroom as the center of student education and life, and therefore the primary target for institutional action. Improving retention rates continues to be among the most widely studied fields in higher education, and Completing College carefully synthesizes the latest research and, most importantly, translates it into practical steps that administrators can take to enhance student success.