Predicting Persistence Of First-Time Freshmen At A Large-City Community College
Predicting Persistence Of First-Time Freshmen At A Large-City Community College

Author: William Laurance King III

Publisher:

Published: 2015

Total Pages:

ISBN-13:

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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

Retention and Persistence in Higher Education
Retention and Persistence in Higher Education

Author: Tyson Ray Holder

Publisher:

Published: 2016

Total Pages: 192

ISBN-13:

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This study investigated individual factors and milestones which may assist institutions in predicting first to second semester retention rates of freshmen students. While the data examined were limited to the student population enrolled at a rural community college, implications from the study could be meaningful for all institutions of higher education. The investigators examined extant data to determine whether exam scores, graduating high school GPAs/rank, and Pell Grant eligibility could be used as predictor variables in identifying students at-risk of leaving the institution. In addition, key milestones (time of registration, participation in a first year experience (FYE) course, declaring a major) were also examined to determine whether these events predicted retention. The study utilized a mixed methods approach analyzing quantitative data through linear regressions and Chi Squares that were obtained through agency records and closed-ended survey questions, while qualitative data was acquired through open-ended survey questions. Participants included 97 first-time freshmen enrolled at a southwest Missouri rural community college during the Fall 2015 semester and 1,150 students enrolled at the college between Fall 2011 and Fall 2013. The Fall 2015 first-time freshmen were asked to complete an online 24-item survey designed to extract both quantitative and qualitative data. The researchers found that ACT and Compass scores (with the exception of Compass Writing), and High School GPA/rank were strong predictors in determining first to second semester retention; however Pell Grant eligibility was found to be insignificant. Although the key milestones of time of registration, participation in a FYE course, and declaring a major were found to be insignificant in predicting retention rates of freshmen students, the qualitative data gathered suggested that the examined milestones had merit for a retention model.

Influence of Early Intervention Career Exploration on Student Persistence
Influence of Early Intervention Career Exploration on Student Persistence

Author: Ben Littlepage

Publisher:

Published: 2012

Total Pages:

ISBN-13:

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The study examined whether 181 academically underprepared, first-time freshmen were found to increase persistence and academic achievement due to the early intervention of a career exploration assessment. Persistence was defined as continuous, active enrollment from Fall 2010 to Fall 2011. Academic achievement was defined as grade point average. The study site was a rural community college located in northwest Tennessee where household poverty was high, educational attainment was low and 70 percent of first-time freshmen had a remedial education need in 2010. Pre-existing characteristics and the level of academic preparedness for each participant were collected. Participants were purposefully sampled by using a college transitions course required of students who test into one or more remedial subject areas. Nine independent variables were collected: gender, race, parent’s education level, enrollment status, age, Holland personality types and the number of prescribed developmental studies courses in mathematics, reading and writing. The sample largely consisted of participants who were enrolled full time and between the ages of 18 and 24. Six hypotheses were proposed. Data were analyzed using one sample t-tests, multiple linear regression, binary logistical regression, eta coefficient, and two-way chi square. Statistically significant increases in persistence and academic achievement were found in the sample when compared to the population of academically underprepared, first-time freshmen from Fall 2009. Gender, race, primary personality type and the number of prescribed developmental studies reading courses were statistically significant variables in predicting persistence. Female Caucasians with a Social primary personality type and no prescribed developmental studies reading courses were most likely to persist from Fall 2010 to Fall 2011. Age, enrollment status, race, gender, and the number of prescribed developmental studies reading courses were statistically significant variables in predicting academic achievement (grade point average). Traditional aged, full-time enrolled, Caucasian, female participants with no prescribed developmental studies reading courses were most likely to demonstrate academic achievement from Fall 2010 to Fall 2011. A statistically significant relationship between Holland personality types and academic achievement was not found. Persisters and non-persisters were not related in a comparison of Holland personality types. Recommendations to increase student exposure to career exploration and for future research were made. .

Power to the Transfer
Power to the Transfer

Author: Dimpal Jain

Publisher: MSU Press

Published: 2020-02-01

Total Pages: 188

ISBN-13: 1628953829

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Currently, U.S. community colleges serve nearly half of all students of color in higher education who, for a multitude of reasons, do not continue their education by transferring to a university. For those students who do transfer, often the responsibility for the application process, retention, graduation, and overall success is placed on them rather than their respective institutions. This book aims to provide direction toward the development and maintenance of a transfer receptive culture, which is defined as an institutional commitment by a university to support transfer students of color. A transfer receptive culture explicitly acknowledges the roles of race and racism in the vertical transfer process from a community college to a university and unapologetically centers transfer as a form of equity in the higher education pipeline. The framework is guided by critical race theory in education, which acknowledges the role of white supremacy and its contemporary and historical role in shaping institutions of higher learning.