Download or read book Transition to College Nonacademic Factors that Influence Persistence for Underprepared Community College Students written by Ann M. Paulson and published by . This book was released on 2012 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community colleges provide access to higher education for a broad range of students. The majority require "remedial" coursework in reading, writing and, especially, math. Most students who begin with this remedial coursework do not go on to earn a certificate or degree. Low levels of college graduation have high direct cost, adversely affect the U.S. economy and contribute to socioeconomic inequity. The literature review shows that both academic and nonacademic factors influence both completion of remedial coursework and completion of first year in college. It introduces research on a variety of strategies for increasing completion and persistence for underprepared students. The purpose of this ex post facto study was to identify nonacademic factors that may influence the ability of underprepared, community college students to transition into college-level work and the extent to which these factors could be used to predict persistence. Logistic regression was used to analyze the effect of gender, race/ethnicity, age, enrollment status (full- or part-time), receipt of financial aid, family status and purpose. Each factor was evaluated with the other six factors held constant. The dependent variable was the completion of 15 college-level credits. The population for this study was students in the Washington State system of 34 community colleges. Records for 15,177 students were considered. The findings reflected that at least one category in each of the seven variables had a statistically significant relationship with persistence at the .05 level. The best predictor of student success in transition was enrollment status (full- or part-time) followed by race/ethnicity, gender, receipt of financial aid and family status. The findings are significant because they direct further research into the factors and experiences that influence success, and point toward practices to address gaps.

Download or read book Factors Supporting Persistence of Academically Underprepared Community College Students written by Dave Pelkey and published by . This book was released on 2011 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Adult Education Student Transition and Persistence in Community College written by Carrie Lynn Tupa and published by . This book was released on 2017 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt: Using Interactive Qualitative Analysis (IQA), this study examined the experience of individuals who earned a high school equivalency following the completion of a federal adult education program, then transitioned to community college. The IQA research protocol was used to address three research questions: 1) What are the elements/factors that make up The College Experience/Being a Student for individuals who have completed their high school equivalency? 2) How do these elements/factors relate in a system of influence? 3) How do the experiences of adult education students who transition to college compare to those of traditional college students. Following several focus groups, eight affinities were identified: 1) Faculty Impact; 2) Playing the Game; 3) Life Management; 4) Academic Life; 5) Relationships; 6) Growth and Transformation; 7) Emotions; 8) Career Advancement/Reward and Purpose. Interviews were conducted with 20 former adult education students to examine the relationships between these affinities in a system of influence. The affinity of Faculty Impact was found to be a primary driver in the College Experience for these students, and further analysis of interviews highlighted additional positive and negative experiences faced by students relative to the various affinities. Implications of this research highlight the importance of postsecondary institutions addressing all barriers students may face during participation, in particular nontraditional students, and considering all characteristics of these students when mapping out a plan for their success and persistence.

Download or read book Thriving in Transitions written by Laurie A. Schreiner and published by The National Resource Center for The First-Year Experience. This book was released on 2020-11-18 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: When it was originally released, Thriving in Transitions: A Research-Based Approach to College Student Success represented a paradigm shift in the student success literature, moving the student success conversation beyond college completion to focus on student characteristics that promote high levels of academic, interpersonal, and intrapersonal performance in the college environment. The authors contend that a focus on remediating student characteristics or merely encouraging specific behaviors is inadequate to promote success in college and beyond. Drawing on research on college student thriving completed since 2012, the newly revised collection presents six research studies describing the characteristics that predict thriving in different groups of college students, including first-year students, transfer students, high-risk students, students of color, sophomores, and seniors, and offers recommendations for helping students thrive in college and life. New to this edition is a chapter focused on the role of faculty in supporting college student thriving.

Download or read book Non traditional Student Persistance Amid the Transition to Corequisite Remediation written by Priscilla Renee Burns and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative, correlational study was conducted to examine how persistence of nontraditional college students is influenced by participation in developmental education and academic support courses. The persistence rate of students, especially nontraditional students, can have a profound impact on today’s workforce and the funding of the postsecondary institution. This predictive correlational study utilized logistic regression to examine the relationship between the predictor variables (developmental mathematics, developmental reading, and academic support courses) and the criterion variable (persistence to the next academic year). The sample for each research question was comprised 100 first-year college freshman who met at least one of the seven indicators of nontraditional college students. These participants, drawn from a convenience sample, were enrolled in a 2-year community college in the southern United States. This study utilized the college’s student information system database to obtain archival demographic and enrollment data. The results of this study present many considerations for corequisite remediation transition. While analysis showed no significant relationship for developmental reading courses in combination with academic support course on persistence, a significant correlation existed between developmental math and academic support courses and persistence. This study concludes with recommendations for future research including conducting a comparative analysis study that compares persistence for nontraditional and traditional college students.

Download or read book Identity and Lifelong Learning in Higher Education written by Jo Ann Gammel and published by IAP. This book was released on 2019-12-01 with total page 357 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learning and identity development are lifetime processes of becoming. The construction of self, of interest to scholars and practitioners in adult development and adult learning, is an ongoing process, with the self both forming and being formed by lived experience in privileged and oppressive contexts. Intersecting identities and the power dynamics within them shape how learners define themselves and others and how they make meaning of their experiences in the world. I Am What I Become: Constructing Identities as Lifelong Learners is an insightful and diverse collection of empirical research and narrative essays in identity development, adult development, and adult learning. The purpose of this series is to publish contributions that highlight the intimate connections between learning and identity. Our aim is to promote reflection and research at the intersection of identity and adult learning at any point across the adult lifespan and in any space where learning occurs: in school, at work, or in community. The series aims to assist our readers to understand and nurture adults who are always in the process of becoming. Adult educators, adult development scholars, counselors, psychologists, and sociologists, along with education and training professionals in formal and informal learning settings, will revel in the rich array of qualitative research designs, methods, and findings as well as autobiographies and narrative essays that transform and expand our understanding of the lived experience of people both like us and unlike us, from the U.S. and beyond. Volume One, Identity and Lifelong Learning in Higher Education, contains chapters by and about post-secondary educators and students. Together these chapters enhance our understanding of the inextricable link between learning and identity.

Download or read book Institutional Factors Affecting Academic Persistence of Underprepared Community College Freshmen written by Janis Kristine Walker Marsh and published by . This book was released on 2000 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Examination of College Persistence Factors for Students From Different Rural Communities written by Andrew Hudacs and published by . This book was released on 2017 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students transitioning into college from public school require more than just academic readiness; they also need the personal attributes that allow them to successfully transition into a new community (Braxton, Doyle, Hartley III, Hirschy, Jones, & McLendon, 2014; Nora, 2002; Nora, 2004; Tinto, 1975). Rural students have a different educational experience than their peers at schools in suburban and urban locations (DeYoung & Howley, 1990; Gjelten, 1982). Additionally, the resources, culture, and educational opportunities at rural schools also vary among different types of rural communities. Although some studies have examined the influence of rural students’ academic achievement on college access and success, little research has analyzed the relationship between students of different types of rural communities and their persistence in post-secondary education. This study examined the likelihood for college-going students from three different types of rural communities to successfully transition into and persist at a four-year residential college. Multilevel logistic modeling was used to analyze the likelihood for students to persist in college for up to two academic years based on whether they were from rural tourist communities, college communities, and other rural communities. The analysis controlled for a variety of student and high school factors. Findings revealed that student factors related to poverty and academic readiness have the greatest effects, while the type of rural community has no significant influence on college persistence.

Download or read book Factors Affecting Minority Students Persistence in Community Colleges written by Falilu Mohammad A. Matti and published by . This book was released on 2000 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Perceptions of Persistence written by Lea C. Maue and published by . This book was released on 2012 with total page 398 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to illuminate the barriers to persistence underprepared students at the community college experience after the initial successful completion of one semester. A qualitative interview study, grounded in phenomenology, was implemented. Participants were identified through a process of purposeful selection, which included the following criteria: (a) beginning the development reading sequence at the most basic level (DEV 65) and passing that course; (b) immediately enrolling in a subsequent semester at the institution; and (c) exiting the institution before acquiring any credit-bearing English coursework. The examination of institutional archival data resulted in 42 potential participants. Participants were recruited via telephone and mail, and of the 42 attempted telephone and 39 mailed contacts, five individuals volunteered to participate in the study. Each participant was interviewed individually, with sessions varying in length between 51 and 119 minutes. Immediately after each interview was complete, the audio recording was listened to in its entirety and transcribed verbatim. The resulting transcripts were analyzed through a modified version of Devinish's (2002) applied method for phenomenological explication of interview transcripts. This involved a multi-layered process of recursive analysis beginning with line-by-line open coding, extracting 333 natural meaning units (NMU). In a second stage of analysis, the NMU were further sorted, analyzed, and grouped to arrive at 46 central themes. The third stage of analysis involved collating and grouping central themes into related fields employing a concept map to form at 13 interpretive themes. The final stage of analysis included a further examination of the 13 interpretive themes, where each was rank ordered by importance (frequency x intensity = priority) and then synthesized with data from lesser themes, which resulted in the following six explicative themes: (a) significant environmental stressors; (b) a sense of self-sufficiency and independency; (c) reading problems; (d) a belief in the power of perseverance; (e) instructor characteristics; and (f) financial aid restrictions. These six explicative themes captured the essence of what it meant for the participants to be an underprepared student at the college and identified the perceived barriers to persistence.

Download or read book A Longitudinal Analysis of Factors Related to Persistence of Academically Underprepared Community College Students written by Kimberly M. Ennis and published by . This book was released on 2005 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of a College Success Course on Students Long term Academic Persistence written by Teresa Walker Aldredge and published by . This book was released on 1997 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Persistence of Underprepared Community College Students Related to Learning Assistance Center Use written by Barbara Anne Cress and published by . This book was released on 2003 with total page 418 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book I Came in Unsure of Everything written by Susan Bickerstaff and published by . This book was released on 2012 with total page 29 pages. Available in PDF, EPUB and Kindle. Book excerpt: To improve low rates of credential attainment in community colleges, individual schools as well as a number of national organizations have developed a range of initiatives focused on increasing rates of college completion and student success. Although the importance of non-academic factors in college completion and student success has been well established, questions remain about the best ways to structure the community college environment to foster students' sense of belonging and promote behaviors that are associated with success. This paper addresses this gap in the literature by focusing on the academic confidence of students at the outset of their community college careers, the ways in which their confidence may impact student behaviors and persistence, and how student confidence is affected by students' experiences in college. Using data from nearly 100 community college student interviews, this paper examines students' descriptions of their confidence upon entering college and of the shifts in confidence they experienced early in their college careers. Our findings suggest that student confidence is shaped in part by past academic experiences and expectations of college upon entry. Using student descriptions of their perceptions of college and of themselves, we describe the characteristics of students who describe themselves as self-assured and those who identify as apprehensive. The interview data reveal that student confidence is continually shifting as a result of interactions with peers, faculty, and others. Our analysis also indicates that academic confidence can impact student motivation and academic behaviors that are associated with success. Importantly, this paper identifies the nature of those experiences that positively reinforce student confidence, events that we term "experiences of earned success." Finally, we describe ways to structure classroom and other on-campus environments to create opportunities for students to experience earned success and ultimately enhance their commitment to academic pursuits. (Contains 1 footnote.).

Download or read book Student Retention and Persistence written by Katy Elizabeth Troester-Trate and published by . This book was released on 2017 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: As higher education enrollment patterns have changed, so too has the focus for institutional administrators. The community schools model is currently being piloted in New York State in an effort to increase the bleak retention and persistence rates of community college students. College students have been shown to be retained at higher rates when they are engaged in supportive services on campus. The Jefferson Community School program was designed to meet the non-academic needs of the community college student population of a rural campus in Northern New York. This program included food pantry, transportation, and childcare services at no cost to enrolled students. The purpose of this study was to determine the relationship between use of non-academic services and retention and persistence rates of community college students (n = 90). A quantitative, quasi-experimental research method approach was used to compare matched samples of students who participated in the Jefferson Community Schools program and students who did not participate in the Jefferson Community Schools program. Each sample consisted of 45 students who were matched on enrolled credit hours, age, gender and Pell status. An ANOVA statistical test was conducted to compare the matched sample groups. Results of this study showed that 30 out of 45 students in the Jefferson Community Schools program were retained and 41 out of 45 persisted. This was compared to retention of 30 out of 45 and persistence of 42 out of 45 of the matched non participatory sample. The results of this study suggest that providing non-academic resources to low-income students may serve to equalize the chances of being retained or persisting when compared to peers that have more resources of their own (p

Download or read book Persistence of the Academically Underprepared Student at a 2 year College written by Diane Jefferson and published by . This book was released on 2010 with total page 221 pages. Available in PDF, EPUB and Kindle. Book excerpt: Retention in higher education is an ongoing issue of concern. Nowhere is this problem more prevalent than in 2-year public institutions. The purpose of this research was to conduct a qualitative exploration of the factors affecting persistence decisions of academically underprepared students through the lens of Tinto's 1975 integrative model. The following questions guided the study: a) what are the primary challenges experienced by academically underprepared students?, b) what are the factors that have contributed to students overcoming these challenges?, and c) what role, if any, did taking basic skills courses play in students' ability to persist?

Download or read book A Comparison of the Progress and Persistence of Academically Prepared Community College Students with Academically Underprepared Students written by Mary Patricia Wochner and published by . This book was released on 1992 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: