Download or read book Noncognitive Predictors of Academic Success and Persistence for Hispanic American first Year College Students at Selected Community Colleges in West Texas written by L. Randy Carter and published by . This book was released on 2006 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book College Persistence and Grade Outcomes written by J. Daniel House and published by . This book was released on 1996 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Predicting Persistence Of First Time Freshmen At A Large City Community College written by William Laurance King III and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The lack of student persistence is a burgeoning issue and over the last 40 years has become a national concern among researchers, administrators, policymakers and practitioners. Given the low persistence rates of first-year students at America's community colleges, leaders are searching for useful and successful strategies that will aid in closing the gap in student attrition. Successful completion of a degree or certificate is often considered the great economic equalizer in today's society from a public and cultural perspective. The purpose of this research study was to empirically investigate the odds ratio associated with predicting persistence that exists between first-time freshmen students who lived in campus housing and those who live off-campus at a large-city community college referred to as LCCC. Specifically, the focus of this study was to determine whether living in on-campus housing, receiving needs-based federal financial aid (Pell Grant), ethnicity, gender and enrolling in one or more developmental education courses are predictors of persistence. This study was predicated on the collection of quantitative data from a large-city community college's student information system from the years 2010 through 2013. The researcher has concluded based on the data analysis of this research study the results were statistically insignificant for those students living on-campus when compared to those students living off-campus. An analysis of Ethnicity as a predictor of persistence revealed that in the short-term African-American students actually persisted at higher rates than their counterparts. However, in three of the last four semesters analyzed, African-Americans persisted at significantly lower rates than White students. Lastly, an analysis of the students who were enrolled in Developmental Education (Remedial) courses suggested that the odds are significantly lower concerning persistence versus their counterparts. However, it must be noted that both Hispanic students and those receiving needs-based financial aid (Pell) attrition was no worse than their counterparts. Based on the complex nature of both the community college student and the unique opportunity for them to live on-campus, additional data is required in order to measure and evaluate whether housing status promotes improved academic persistence. The reported research studies pertaining to community colleges and living on-campus are meager at best. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/155442
Download or read book An Analysis of Academic Demographic and Non cognitive Factors that Influence Academic Performance During the Freshman Year in College written by Blas G. Guerrero and published by . This book was released on 2000 with total page 548 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Factors that Influence Academic Success and Persistence of First time Freshmen Students at a Historically Black College and University in Texas written by Michara Delaney and published by . This book was released on 2016 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Hispanics Education and Background written by Richard P. Durán and published by College Board. This book was released on 1983 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparison of the Academic Success of Hispanic Students who Entered Selected Texas Community Colleges with a GED Or a High School Diploma written by Athena H. Bean and published by . This book was released on 1999 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Differences in Persistence and Graduation Rates of Hispanic Students in Texas Community Colleges written by Danielle R. Stagg and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose The purpose of this journal-ready dissertation was to examine the 1-year persistence rates of Hispanic community college students in Texas for the 2007-2008 through the 2013-2014 academic years. Specifically, the relationship of the 1-year persistence rates for Hispanic students as a function of their institutional status (id est, stayed or transferred) was analyzed. The 2-year persistence rates of Hispanic community colleges in Texas were also analyzed for the 2006-2007 through the 2012-2013 academic years. In addition, the graduation rates of Hispanic and White students in Texas community colleges from the 2008-2009 through the 2014-2015 academic years were examined. Furthermore, the degree to which a trend might be present in the graduation rates of Hispanic and White students at Texas community colleges was also ascertained. Method In this investigation, archival data from the Texas Higher Education Board Interactive Accountability system were downloaded and analyzed in each of the three empirical studies. Specifically, archival data were obtained for the 1-year and 2-year persistence rates of Hispanic Texas community college students. Graduation data were obtained for Hispanic and White students attending Texas community colleges. Findings Inferential statistics revealed the presence of statistically significant differences in the 1-year persistence rates of Hispanic students in Texas community colleges by institutional status in the 2007-2008, 2008-2009, 2009-2010, 2011-2012, 2012-2013, and 2013-2014 academic years. Additionally, inferential statistics revealed the presence of statistically significant differences in the 2-year persistence rates of Hispanic students in Texas community colleges by institutional status in the 2006-2007 through the 2012-2013 academic years. The 1-year and 2-year persistence rates of Hispanic Texas community college students were higher when Hispanic students stayed at the same community college rather than when they transferred to a different community college. In regard to graduation rates, inferential statistical analyses revealed statistically significant differences in the 2008-2009, 2009-2010, 2010-2011, 2011-2012, and the 2012-2013 academic years. Although both Hispanic and White students had low graduation rates from Texas community colleges, the average graduation rates of Hispanic students were lower than the average graduation rates of White students. Implications for practice and recommendations for future research were provided. The electronic version of this dissertation is accessible from http://hdl.handle.net/20.500.11875/2174
Download or read book Latina o Educational Attainment written by Vincent D. Carales and published by . This book was released on 2017 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to understand how individual factors were related to measures of educational attainment for Latina/o community college students. Educational attainment in the context of the community college for this study was defined as persistence (e.g., still enrolled); completion of a certificate and associate's degree; or successful transfer to a four-year institution and bachelor's degree completion within six years. This study examined how a combination of pre-college and demographic characteristics, academic experiences, and environmental pull factors predicted the educational attainment outcomes of Latina/o community college students. The study was guided by Nora's Student Institution/Engagement (2003) model of student persistence. Using data from the Beginning Postsecondary Students Longitudinal Study 2004-2009, three logistic regression analyses were conducted to predict the odds of (1) persistence, (2) certificate or associate degree completion, and (3) transfer and/or bachelor's degree completion. Findings from this study indicated that the primary language spoken in the home, citizenship status, socioeconomic status, degree expectations, academic integration, first-year GPA, enrollment intensity, co-enrollment, receipt of a federal student loan and the Pell Grant significantly predicted the odds of one or more success outcomes of Latina/o community college students. Results contribute to current research on Latina/o community college student outcomes because they identify factors that are still important, distinguishes some that are different from the general community college population, and identifies other considerations that were not identified in previous research on Latina/o community college students. Findings have implications for policy by reinforcing the importance of financial aid in promoting the educational attainment of Latina/os. Findings also have implications for practice by drawing attention to the need for community colleges to accurately assess the educational and career aspirations of their students and provide complimentary advising services and programs that will facilitate the advancement of those ambitions.
Download or read book Understanding the Impact of Academic Entry Characterstics Remediation Requirements and Semester Course Hour Load in the First Year on Academic Performance and Persistence to Graduation for Latino Students written by Brenda Joy Rhoden and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: College access and student success, defined as timely college graduation, remains a key goal for many Texas policymakers (Braxton, Doyle, Hartley, Hirschy, Jones, & McLendon, 2014; Closing the Gaps, 2013). Texas ranks second only to California to its population of Latinos (Vega & Martinez, 2012); how Latinos persist to college graduation in Texas is representative of the Latino undergraduate experience nationwide, including potential issues and challenges. Further, how institutions of higher education address Latino student needs and assist in paving their pathway through college helps establish best practices for the entire nation. As institutions of higher education remain one of the primary vehicles for overcoming social and economic inequalities in the United States (Carey, 2004; Vega & Martinez, 2012), high quality experiences and educational accessibility (as well as affordability) at public universities is essential for Latinos to achieve economic growth and social mobility. The purpose of this study is to advance the understanding of undergraduate Latino student persistence by analyzing a variety of pre-college variables, as well as college attendance behaviors and academic achievement from a research university located in Southeast Texas, which will be known as Central South University. This study will follow the Latino population of the entering class of first-time in college freshmen to Central South University for fall 2003 and track them until summer 2009. Academic entry characteristics, along with remediation requirements, and semester credit hour load will be utilized to ascertain effect on institutional first-year grade point average (GPA) as well as likelihood of persistence to graduation for Latino students. The following research questions will be addressed: 1. Among Latino students, how do academic entry characteristics such as SAT score, high school GPA, and high school class rank, along with remediation requirements (mathematics, reading, and/or writing) and semester credit hour load impact institutional first-year GPA? 2. Among Latino students, how do academic entry characteristics such as SAT score, high school GPA, and high school class rank, along with remediation requirements (mathematics, reading, and/or writing) and semester credit hour load predict the likelihood of persistence to graduation? Two regression analyses were conducted in order to identify how the relative contributions of predictor variables (gender, SAT score, high school GPA, high school class rank, college remediation requirements, and semester credit hour load) contribute to academic performance in the first year and student persistence to graduation within 6 years. Specifically, a multiple hierarchical linear regression was utilized to answer the first research question (academic performance measured by institutional grade point average at the conclusion of the first year) and a hierarchical logistic regression was utilized to answer the second research question (persistence measured by graduation from Central South University by summer 2009). The multiple hierarchical linear regression analysis confirmed that the demographic of gender had no predictive value on academic achievement at the conclusion of the first year, while both high school characteristics (SAT score, high school rank, and high school GPA) and semester course hour load had moderate predictive value (16.5% and 31.8%, respectively) at a statistically significant level [F (7) = 42.95, p
Download or read book Noncognitive Predictors written by Michelle Marie Saulters and published by . This book was released on 1989 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reasons for Non persistence of African American Mexican American and Hispanic Freshmen University Students written by Susan M. Hansen and published by . This book was released on 1990 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Students who Persist written by L. Michael Metke and published by . This book was released on 1993 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Impact of a Learning Community on the Academic Success of Mexican American College Students as a Function of Acculturative Status written by Fernando David Ortiz and published by . This book was released on 1999 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Personality Predictors of Academic Success in Underachieving First Year College Students written by Carolyn Wilson-Garrison and published by . This book was released on 1985 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Hispanic Male Success in the Community College as Measured by Cumulative GPA written by Mark Curtis-Chávez and published by . This book was released on 2017 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The majority of Hispanics select community colleges as their higher institution of choice, but studies on what contributes to their success, especially Hispanic males, has been limited. The purpose of this study was to examine the influence, if any, of environmental variables on the cumulative GPA of Hispanic males attending community college. Employing Astin's Theory of Student Involvement, data from the CCSSE's 2012 - 2014 survey were used to conduct a multiple regression analysis. The study's sample included 5,615 Hispanic males attending community college. The final model identified 15 variables that were significantly related to the cumulative GPA of Hispanic males attending community college, and explained 15.6% of the variance. Student effort and active and collaborative learning variables emerged as the strongest predictors of Hispanic male GPA. This study provides educators with additional resources to improve Hispanic male academic success in the community college, and informs future research, theory, policy, and practice.
Download or read book The Development and Validation of an Inventory of Noncognitive Predictors of Academic Success written by Annie W. Ward and published by . This book was released on 1965 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt:
