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An Exploration Of Academically Underprepared Students Decisions To Persist At A Large Urban Community College In California
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Book Synopsis An Exploration of Academically Underprepared Students' Decisions to Persist at a Large Urban Community College in California by : Margaret Kingori
Download or read book An Exploration of Academically Underprepared Students' Decisions to Persist at a Large Urban Community College in California written by Margaret Kingori and published by . This book was released on 2011 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Qualitative Exploration of Academically Underprepared Community College Students' Decision to Persist Or Drop Out of College by : Margaret M. Geehan
Download or read book A Qualitative Exploration of Academically Underprepared Community College Students' Decision to Persist Or Drop Out of College written by Margaret M. Geehan and published by . This book was released on 2004 with total page 213 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Exploring Perceptions of Academically Underprepared Students at a Southeastern Community College by : Lillian Y. Owens
Download or read book Exploring Perceptions of Academically Underprepared Students at a Southeastern Community College written by Lillian Y. Owens and published by . This book was released on 2015 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: As increasing numbers of academically underprepared students are enrolling in community colleges, it is important to understand student perceptions of facilitators and challenges relative to their success in developmental course work. This study explored the lived experiences of recent high school graduates who completed three developmental courses at the community college in the study. The purpose of this research was to conduct a qualitative study to identify facilitators and challenges of successful students in the developmental course sequence. Tinto's1975 integrative model provided a framework for the study. The study was guided by the following question: What does it mean for underprepared students to be successful in developmental course work at a community college? Additional sub-questions included: (a) what do students perceive as facilitators to being successful in developmental courses at a community college, and (b) what do students perceive as challenges of being successful in developmental courses at a community college? A phenomenological approach of inquiry was utilized to understand the meaning that first time, full-time freshmen attached to their persistence from developmental course work to college-level course work. Twelve college students at a southeastern community college participated in comprehensive, semi-structured individual interviews. Each participant had successfully completed a developmental course in English, Reading, and Math and had persisted to college-level course work. The findings of the study supported both the student expectations and the academic integration components of Tinto's theory of academic integration model (1975, 1987, 1993). The qualitative approach also revealed that motivation of the participants enhanced academic integration.
Book Synopsis The Impact of a College Success Course on Students' Long-term Academic Persistence by : Teresa Walker Aldredge
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:
Book Synopsis Persistence of the Academically Underprepared Student at a 2-year College by : Diane Jefferson
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?
Book Synopsis Through the Open Door by : California. Coordinating Council for Higher Education
Download or read book Through the Open Door written by California. Coordinating Council for Higher Education and published by . This book was released on 1973 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 628 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Factors Supporting Persistence of Academically Underprepared Community College Students by : Dave Pelkey
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.
Book Synopsis Academically Underprepared Students in the California Community Colleges by : Christine Bessard Johnson
Download or read book Academically Underprepared Students in the California Community Colleges written by Christine Bessard Johnson and published by . This book was released on 1987 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparison of the Progress and Persistence of Academically Prepared Community College Students with Academically Underprepared Students by : Mary Patricia Wochner
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:
Book Synopsis Strangers in a Strange Land by : Christopher S. Anderson
Download or read book Strangers in a Strange Land written by Christopher S. Anderson and published by . This book was released on 2014 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine factors that influence first-year student persistence at a California community college. The researcher designed and implemented a mixed method, sequential explanatory study comprised of an initial quantitative phase followed by a qualitative phase. The quantitative phase entailed statistical analysis of data to be collected in an online survey of first-year students at a community college and administered to the selected students at the beginning of the second semester. The qualitative component included a representative sample of first year college students from the quantitative group and utilized individual interviews to explore in depth students' decisions to persist beyond their first-years of community college. The study was conducted at a California community college located in an area with a diverse population and a low college persistence rate. Personal and professional goals scored the highest rating of importance in the survey, and interviews supported this finding with participants mentioning their goals more than any other factor. Results suggest that this group of students found meaning in their goals and used their visions for the future to persist through any hardships they encountered in their first-year of community college.
Book Synopsis Redesigning America’s Community Colleges by : Thomas R. Bailey
Download or read book Redesigning America’s Community Colleges written by Thomas R. Bailey and published by Harvard University Press. This book was released on 2015-04-09 with total page 301 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the United States, 1,200 community colleges enroll over ten million students each year—nearly half of the nation’s undergraduates. Yet fewer than 40 percent of entrants complete an undergraduate degree within six years. This fact has put pressure on community colleges to improve academic outcomes for their students. Redesigning America’s Community Colleges is a concise, evidence-based guide for educational leaders whose institutions typically receive short shrift in academic and policy discussions. It makes a compelling case that two-year colleges can substantially increase their rates of student success, if they are willing to rethink the ways in which they organize programs of study, support services, and instruction. Community colleges were originally designed to expand college enrollments at low cost, not to maximize completion of high-quality programs of study. The result was a cafeteria-style model in which students pick courses from a bewildering array of choices, with little guidance. The authors urge administrators and faculty to reject this traditional model in favor of “guided pathways”—clearer, more educationally coherent programs of study that simplify students’ choices without limiting their options and that enable them to complete credentials and advance to further education and the labor market more quickly and at less cost. Distilling a wealth of data amassed from the Community College Research Center (Teachers College, Columbia University), Redesigning America’s Community Colleges offers a fundamental redesign of the way two-year colleges operate, stressing the integration of services and instruction into more clearly structured programs of study that support every student’s goals.
Book Synopsis Underprepared Community College Students by : Kathryn Claire King
Download or read book Underprepared Community College Students written by Kathryn Claire King and published by . This book was released on 2008 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Predicting Persistence Of First-Time Freshmen At A Large-City Community College by : William Laurance King III
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
Book Synopsis Institutional Factors Affecting Academic Persistence of Underprepared Community College Freshmen by : Janis Kristine Walker Marsh
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:
Book Synopsis A Comparison of the Progress and Persistence of Academically Prepared Community College Students with Academically Underprepared Stuedents by : Mary Patricia Wochner
Download or read book A Comparison of the Progress and Persistence of Academically Prepared Community College Students with Academically Underprepared Stuedents written by Mary Patricia Wochner and published by . This book was released on 1992 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Perceptions of Persistence by : Lea C. Maue
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.
