A Study of Persistence Among Part-time First Semester Urban Community College Students PDF Download
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Author: Hugh St. Clair Warner
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 222
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Author: Hugh St. Clair Warner
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 222
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Book Description
Author: Wesley R. Habley
Publisher: John Wiley & Sons
ISBN: 0470888431
Category : Education
Languages : en
Pages : 513
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INCREASING PERSISTENCE "Of all the books addressing the puzzle of student success and persistence, I found this one to be the most helpful and believe it will be extremely useful to faculty and staff attempting to promote student success. The authors solidly ground their work in empirical research, and do a brilliant job providing both an overview of the relevant literature as well as research-based recommendations for intervention." GAIL HACKETT, PH.D., provost and executive vice chancellor for academic affairs; professor, counseling and educational psychology, University of Missouri, Kansas City Research indicates that approximately forty percent of all college students never earn a degree anywhere, any time in their lives. This fact has not changed since the middle of the 20th century. Written for practitioners and those who lead retention and persistence initiatives at both the institutional and public policy levels, Increasing Persistence offers a compendium on college student persistence that integrates concept, theory, and research with successful practice. It is anchored by the ACT's What Works in Student Retention (WWISR) survey of 1,100 colleges and universities, an important resource that contains insights on the causes of attrition and identifies retention interventions that are most likely to enhance student persistence.?? The authors focus on three essential conditions for student success: students must learn; students must be motivated, committed, engaged, and self-regulating; and students must connect with educational programs consistent with their interests and abilities. The authors offer a detailed discussion of the four interventions that research shows are the most effective for helping students persist and succeed: assessment and course placement, developmental education initiatives, academic advising, and student transition programming. Finally, they urge broadening the current retention construct, providing guidance to policy makers, campus leaders, and individuals on the contributions they can make to student success.
Author: Carolyn Jane Hostetter Smith
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 668
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Author: William Laurance King III
Publisher:
ISBN:
Category :
Languages : en
Pages :
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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
Author: Monty W. Smith
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 402
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Author: Roseanne R. Bensley
Publisher:
ISBN:
Category :
Languages : en
Pages : 374
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Book Description
Perhaps if we had a better understanding between the relationships among indicators of success in college, college student self-efficacy and participation in programs that help students succeed in college, we could improve success rates and persistence in post-secondary education. This mixed methods study sheds light on the relationship among interventions such as the Aggie Pathway program and the College Self-Efficacy Inventory, and persistence of students with a high school GPA of 2.749 or less. E-interview data was used to augment findings from the survey data. The statistical model of point-biserial correlation coefficient was used to estimate the relationship between the independent continuous variables of college self-efficacy scores and the dichotomous dependent variable of persistence. A chi-square test of homogeneity was used to determine the proportion of students who persisted from the fall 2016 semester to the spring 2017 semester using the independent variable participation in the Aggie Pathway program and the dichotomous dependent variable of persistence to the next semester at p
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 360
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 640
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Author: Raymond V. Padilla
Publisher: Taylor & Francis
ISBN: 1000978486
Category : Education
Languages : en
Pages : 163
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This book focuses on one of the key questions in education: What determines a student’s success?Based on twenty years of work on student success, Ray Padilla here presents two related models he has developed that both provide a framework for understanding success and indicate how it can be enhanced and replicated. The research and theory that inform his models are covered in detail.He defines student success simply as progress through a program of study, such that the student and others expect him or her to complete it and be promoted to the next level or graduate. Rather than focusing on the reasons for failure or drop out, his approach focuses on understanding the factors that account for student success and that enable many students, some of them under the most challenging circumstances, to complete all program requirements and graduate. The models provide schools and colleges with an analytical tool to uncover the reasons for student success so that they can develop strategies and practices that will enable more students to emulate their successful peers. They address the characteristics of the students—such as motivation and engagement, the ability to surmount barriers, and persistence—and similarly surface the characteristics of teachers, the educational institution, its resources, and the contexts in which they interact. The process provides administrators with a clear and appropriate strategy for action at the level of each individual unit or subpopulation. Recognizing the need to develop general models of student success that also can be applied locally to specific situations and contexts, the book presents Padilla’s Expertise Model of Student Success (EMSS) that can be applied to general populations, as well as the Local Student Success Model (LSSM) that can be used to drive local institutional strategies to improve student success.The book demonstrates how the models have been applied in settings as diverse as a minority high school, a community college, and an Hispanic Serving Institution, and for such purposes as comparing a high-performing and a non high-performing elementary school. Contributors:* Kimberly S. Barker is an assistant professor at Texas A&M University-Kingsville, System Center San Antonio. She is currently working in the College of Education, Department of Curriculum and Instruction.* Mary J. Miller is the Instructional Compliance Director for the Edgewood Independent School District in San Antonio, Texas. Prior to this appointment, she served as an elementary school principal for ten years.* George E. Norton is the Assistant Vice President of Student Affairs for Admissions, Orientation & Transition Services at The University of Texas at San Antonio.* Ralph Mario Wirth is an administrator and director of educational planning at The San Antonio School for Inquiry and Creativity, as well as lead researcher for the Democratic Schools Research Institute, Inc.
Author: James A. Mendoza
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 226
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Over the past twenty years, the national three-year graduation rate for community college students has ranged from 44% to roughly 31% in 2013 (NCES, 2013). As a way to address such low graduation rates, colleges have implemented a myriad of services and programs (i.e., tutoring, mentoring, etc.). Another intervention is the student success seminar. Student success seminars are courses that teach basic college success skills, transitioning to college, and campus resources. The purpose of this study is to explore the influence of participating in a student success seminar on academic performance, persistence, and graduation rates in a community college. Factors considered in this research include: (a) age, (b) gender, (c) ethnicity, (d) enrollment status, (e) degree intent, (f) high school performance, (g) grade point average, (h) credit hour completions, (i) persistence, and (j) graduation rates. The population of students used for this research was all first-time in college students who were assessed into developmental English. The students were divided into two groups based on participating in student success seminar or non-participation in the seminar during their first term of college. Both unpaired t-test and chi-square analyses were used to evaluate the existence and strength of the relationships between each of the independent variables and the dependent variables. Findings from this study indicate that participating in student success seminar had a statistically significant positive relationship to persistence to the third year of college. Additionally, findings reveal a statistically significant positive relationship for participants graduating in two years. The study examined the differential impact of student success seminar participation for subgroups of students. Some differences were revealed; however, results were inconsistent across terms of the study.
