The Effect of Residential Housing on Graduation Rates Among Students at a Rural Mississippi Community College PDF Download
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Author: Arna A. Nance
Publisher:
ISBN:
Category :
Languages : en
Pages : 44
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Book Description
Graduation rates in community colleges in academic programs are declining, which negatively impacts funding for these institutions. Enrollment processes of community colleges, and the ease of transferring credit hours, deter students from meeting criteria for graduation. The objective of this study is to determine the effect that residential housing has on graduation rates among community college students in Mississippi. The study used a quantitative, cross-sectional research design to look at graduation rates over a 2-year period of time to study graduation rates of residential and commuter students controlling for other demographic characteristics. A higher percentage of commuter students (18%) graduated within normal time than did residential students (11%). Graduation rates of 150% of time was approximately the same (35%). Subsequently, more residential students (54%) than commuter students (49%) graduated at 200% time.
Author: Arna A. Nance
Publisher:
ISBN:
Category :
Languages : en
Pages : 44
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Book Description
Graduation rates in community colleges in academic programs are declining, which negatively impacts funding for these institutions. Enrollment processes of community colleges, and the ease of transferring credit hours, deter students from meeting criteria for graduation. The objective of this study is to determine the effect that residential housing has on graduation rates among community college students in Mississippi. The study used a quantitative, cross-sectional research design to look at graduation rates over a 2-year period of time to study graduation rates of residential and commuter students controlling for other demographic characteristics. A higher percentage of commuter students (18%) graduated within normal time than did residential students (11%). Graduation rates of 150% of time was approximately the same (35%). Subsequently, more residential students (54%) than commuter students (49%) graduated at 200% time.
Author: Christopher C. Armstrong
Publisher:
ISBN:
Category :
Languages : en
Pages : 49
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Book Description
The purpose of this study was to determine the effect receiving a Pell Grant or not receiving a Pell Grant had on graduation rates at Mississippi community colleges. National averages suggest that Pell Grant recipients graduate at a much lower rate than non-recipients. This proved not to be the case in Mississippi. There were three Mississippi community colleges that participated in this study. The total number of students involved in the study was 3,479. The colleges provided the researcher information on Pell Grant status, gender, and ethnicity (i.e., Caucasian, African American, Hispanic or non-Hispanic, American Indian, Asian, or other). Students were compared based on their Pell Grant status and then combined with their gender and ethnicity as well as the region of the state in which they attended community college. The researcher used a quasi-experimental design for the study. The data gathered allowed for chi-square tests to be performed based on Pell Grant status, gender, and ethnicity. Each test included all 3,479 students involved in the study. The study used an ANOVA to study the effects Pell Grant status had on graduation rates in the different regions of the state. The study found that the differences among graduation rates for Pell Grant recipients and non-recipients are significant for gender and the different regions of the state. The results are not significant for Pell Grant recipients and non-recipients nor are they significant for Pell Grant recipients and non-recipients combined with ethnicity. Mississippi African Americans and Caucasian students graduate at a much higher rate than the national average. This study finds that Mississippi students perform better than the national average when it comes to graduation rates. Considerations for future research are discussed.
Author: Valarie Morgan
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 178
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Author: Amanda Leigh McCarter Powell
Publisher:
ISBN:
Category : College credits
Languages : en
Pages :
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Book Description
Despite the fact that education plays a vital role in the success of an individual and society as a whole, it is estimated that 1 of every 4 students will not receive a high school diploma four years after starting ninth grade. In an effort to decrease dropout rates and increase graduation rates of high school students, educators are searching for nontraditional methods to increase student achievement. One such method, dual enrollment, involves community colleges in the role as facilitators. While preliminary research indicates a relationship between dually enrolled students and high school graduation, additional data is needed on student demographics and achievement. To build and improve upon the dual enrollment programs of Mississippi's community colleges, it will be important to know the participation levels and their effect on graduation rates. The purpose of this study was two-fold: 1) To examine the proportions of students participating in Mississippi Community College Dual Enrollment Programs based on various demographics. 2) To determine the degree to which Mississippi Community College Dual Enrollment demographics and poverty levels of Mississippi public schools affect high school graduation rates of Mississippi's Community College Districts. Data were obtained from the State Board of Community and Junior Colleges and the Mississippi Department of Education. Demographic variables chosen for the study included gender, race, curriculum and poverty level. Data from each public school was grouped according to the corresponding community college district, allowing the researcher to better establish the proportions of students participating in dual enrollment and the poverty level of public school students within the district. These proportions were then analyzed to find correlation between demographics and graduation rates of the community college district. Results indicate a low overall percentage of students participating in dual enrollment and disproportioned percentages between community college districts. Regression analyses indicate that race, gender and curriculum did not contribute significantly to the prediction of graduation rate. However, high poverty levels did show a significant relationship to lower graduation rates. Additionally, in every district females were dually enrolled at rates higher than males, and students were enrolled in academic courses notably more than technical/vocational courses.
Author:
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ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 564
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Author: Andrew Clark Dale
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 278
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Author: AmeriCorps (U.S.)
Publisher:
ISBN:
Category : National service
Languages : en
Pages : 100
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Author: Thomas Bailey
Publisher:
ISBN:
Category :
Languages : en
Pages : 4
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Policymakers, educators, and researchers recognize the importance of community colleges as open door institutions that provide a wide range of students with access to college. At the same time, competing demands for the state funds that would support community colleges have resulted in reduced public allocations and higher student tuition fees. Understandably, therefore, both state policymakers and parents are increasingly focused on the returns to their public or private investments in education, and the outcomes of community college attendance are now under greater scrutiny. To facilitate the evaluation of the colleges, there are now available data, through the Student Right-to-Know and Campus Security Act (1990), which amended the Higher Education Act, on every college's graduation rate for fall semester cohorts of first-time, fulltime (FTFT) students in degree programs. This information is known as the Student Right-to-Know (SRK) data. Given the importance of completions, this Brief reports on research conducted by the Community College Research Center designed to strengthen the public's ability to assess and compare community college performance by measuring the effect of certain institutional characteristics on graduation rates. The research consisted of the development of models, based on SRK graduation rate data, which can identify the institutional characteristics that might influence those rates and then measure the effect of those characteristics on the rates. The ultimate goal of the research is to help community college?s improve the educational outcomes of their students.
Author: Thomas Bailey
Publisher:
ISBN:
Category :
Languages : en
Pages : 38
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Over the last decade, policymakers, educators, and researchers have increasingly sought to understand community college policies and practices that promote students' success. This effort has been partly driven by an increased emphasis on outcome accountability, but it has also promoted a productive discussion about improving institutional performance. The research reported here has two related goals. One goal is to work towards strengthening the ability to assess and compare institutional performance. We thus have developed a model that can be used to adjust simple graduation rates for institutional characteristics, such as student composition, college resources, size, and location, all of which might influence those rates. Our long-term goal is to understand how to improve student outcomes, so the paper also uses the model to measure the effect of those institutional characteristics on graduation rates. We use data from the Integrated Postsecondary Education Data System (IPEDS) surveys, applying a weighted least-squares procedure for grouped data to estimate an institutional-completion rates model. This analysis confirms several hypotheses about institutional determinants of graduation rates at community colleges. Our results indicate a consistent negative relationship between enrollment size and completion. Additionally, colleges with high shares of minority students, part-time students, and women have lower graduation rates. A final significant finding among institutional characteristics is that greater instructional expenditures are related to a greater likelihood of graduation. The method developed here can be used to better assess the performance of community colleges. (Contains 1 figure and 3 tables.).
Author: Kristin Elizabeth Blagg
Publisher:
ISBN:
Category : Adult education
Languages : en
Pages : 94
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Several studies have demonstrated that a rise in unemployment rates is correlated with an increase in community college enrollment, but the effect of unemployment on community college completion rates has not been measured precisely. Using graduation rate data from National Center for Educational Statistics (NCES)'s Integrated Postsecondary Education Data System (IPEDS), I employ an institution-level fixed-effects model to determine the correlation between local unemployment and graduation within 150 percent of expected time from public and non-profit community colleges. I show that changes in county-level unemployment, particularly in the year of enrollment and second year of attendance, have a small but statistically significant positive relationship with the graduation rate. This effect is most prominent in low- tuition schools. These findings indicate that community college graduation rates are responsive to changes in the labor market, suggesting the need for state and local policy measures that support community colleges and the ability to attain a credential when unemployment levels increase.
