Transition to College: Nonacademic Factors that Influence Persistence for Underprepared Community College Students PDF Download
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Author: Ann M. Paulson
Publisher:
ISBN: 9781267787552
Category : Academic achievement
Languages : en
Pages : 114
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Book Description
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.
Author: Ann M. Paulson
Publisher:
ISBN: 9781267787552
Category : Academic achievement
Languages : en
Pages : 114
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Book Description
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.
Author: Dave Pelkey
Publisher:
ISBN:
Category :
Languages : en
Pages : 125
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Book Description
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.
Author: Carrie Lynn Tupa
Publisher:
ISBN:
Category :
Languages : en
Pages : 380
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Book Description
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.
Author: Laurie A. Schreiner
Publisher: The National Resource Center for The First-Year Experience
ISBN: 1942072481
Category : Education
Languages : en
Pages : 225
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Book Description
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.
Author: Priscilla Renee Burns
Publisher:
ISBN:
Category : College freshmen
Languages : en
Pages : 0
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Book Description
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.
Author: Janis Kristine Walker Marsh
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 264
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Book Description
Author: Jo Ann Gammel
Publisher: IAP
ISBN: 1641138874
Category : Education
Languages : en
Pages : 357
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Book Description
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.
Author: Andrew Hudacs
Publisher:
ISBN:
Category :
Languages : en
Pages : 256
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Book Description
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.
Author: Falilu Mohammad A. Matti
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 260
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Book Description
Author: Lea C. Maue
Publisher:
ISBN:
Category :
Languages : en
Pages : 398
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Book Description
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.
