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1.
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2.
Abstract

Many postsecondary institutions utilize learning communities to increase social engagement and attachment to the college community. In recent years, these communities have proliferated as part of a trend fueled by low retention and persistence rates, increasing reluctance of 4-year institutions to provide remedial education, and pressure on colleges to be accountable for their outcomes. This article reports the findings of a randomized experiment of a learning communities program that operated in an urban community college. The 1-semester learning community, which focused largely on remedial English, had modest effects on full-time enrollment, the number of courses attempted and passed, remedial English pass rates, and credits earned during the semester in which it operated. Impacts diminished in postprogram semesters.  相似文献   

3.
ABSTRACT

With the increased numbers of dual enrollment students across the country as well as various state initiatives to increase retention among the student population at large, institutions face great challenges when balancing the many initiatives incumbent upon them. However, Tennessee, a state leader in both the free community college and dual enrollment initiatives, the Tennessee Board of Regents System (TBR), and its community colleges are positioned to improve retention rates by giving greater attention to their dual enrollment students. This brief study of one cohort of students at Walters State Community College (WSCC), located in East Tennessee, noted a major disparity in retention between students with dual enrollment experience and those without, suggesting an extant need to give particular consideration to institutional approaches designed to reinforce the dual enrollment programs and the students’ experience in said programs. Doing so may not only address the initiative of providing high quality dual enrollment classes to high school students but also improve institutional retention rates.  相似文献   

4.
ABSTRACT

Surprisingly, and despite the vast literature on the subject, there is little agreement on the most vital issues surrounding online learning in community colleges. While some studies report that community college students are hampered by online course enrollment, others have found that community college students who take online courses are more likely to persist and succeed in the long term. With this in mind, the present essay will review and synthesize the empirical research literature in order to establish what is known about online coursetaking and the effects on community college students with regard to course completion, persistence, transfer, and degree completion.  相似文献   

5.
ABSTRACT

Using 1,400 survey responses collected from two large urban community college systems in Texas, this study examined how students’ financial habits, stress, and well-being influenced their enrollment behaviors. Working students, compared to their nonworking peers, reported significantly lower levels of overall financial well-being. After controlling for other relevant predictors of persistence, regression results showed that students with lower financial well-being and higher financial stress were more likely to doubt their ability to complete college. Results for the restricted sample of working students revealed a strong relationship between a student’s financial well-being and stress. These students also reported having to reduce their semester course load and/or stopping out for a semester in order to work more hours to pay for expenses. These findings suggest that initiatives aimed at helping students improve their financial literacy and money management skills may be an effective, yet underutilized, way to improve retention rates at community colleges.  相似文献   

6.
Abstract

Despite overall increases in college-going, college enrollment rates remain inequitable. Many programs attempt to address these persistent racial/ethnic and social class disparities in college attendance by intervening in the high school curriculum. Advancement Via Individual Determination (AVID) is among the longest standing and prevalent of these college access programs. In this paper, we present findings from a multi-year evaluation and cost analysis of the AVID/TOPS program – an enhanced AVID model – in place in Madison Metropolitan School District (Wisconsin). Taken together, the evaluation’s findings characterize AVID/TOPS as a promising program model that is associated with an increased likelihood for college readiness and matriculation, particularly for student groups underrepresented in higher education. We also report on the resources and costs required to implement the program, and show that the program’s benefits appear to exceed its costs.  相似文献   

7.
ABSTRACT

Late registration is a common practice in community colleges, but the evidence-based argument for the presumed deleterious effects of late registration on student success is weaker than is commonly believed, and there has been no published research on how success rates may differ for late registrants in online and on-campus classes, and for students who complete a college success skills course. Using nearly 100,000 matched enrollment cases from Virginia’s Community Colleges, we predict the effect of late registration on student success for first-time-in-college students. The statistically significant results indicate late registration is negatively related to student success, especially for students with other success risk factors. Attending face-to-face classes as well as completing a college skills course were independently and positively related to course success. Interestingly, late registration interacted with both course delivery mode and college skills course completion indicating that late registration does not impact students equally.  相似文献   

8.
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9.
Despite increased enrollment, outcomes such as grade point average (GPA), persistence, and graduation rates for college students with learning disabilities (LD) continue to lag behind those of their nondisabled peers. Reasons for the differences vary but may include academic and social integration, factors identified as important to the success of college students in general. This research investigated the relative influence of background characteristics, precollege achievement, and college integration variables on the academic success and intent to persist of college freshmen and sophomores with LD. While academic and social integration were not unique predictors of college GPA, both integration variables were unique predictors of intent to persist. The findings suggest that beyond high school achievement and background characteristics, college experiences as captured by academic and social integration are promising constructs to help explain the persistence of college students with LD. Implications for future research and practices for high school and college personnel are discussed.  相似文献   

10.
ABSTRACT

Approximately two-thirds of community college students nationwide are considered to not be ready for the demands of college and are therefore required to enroll in at least one developmental education course. Unfortunately, researchers have found that enrollment in developmental classes often has adverse effects on community college students and that developmental courses are time-consuming and often result in delay or prevent the completion of a degree. With a significant number of underprepared community college students, it is important to develop effective methodologies to help students acquire the skills that they will need to succeed in college and future employment. It is also important to determine how a student’s experience impacts academic progress, as well as motivation to continue in college credit courses. Unfortunately, a limited amount of research exists on the use of Computer-Assisted Instruction (CAI) in developmental reading courses at the community college level. The purpose of this study was to determine the efficacy of a computer-based reading intervention, MindPlay Virtual Reading Coach, on the reading and spelling achievement of community college students, and to explore whether or not students’ perceptions and attitudes changed after participation in this program. Findings demonstrated statistically significant results in both reading and spelling, as well as an increase in reading enjoyment.  相似文献   

11.
Educational research has shown that individual-level background characteristics, such as parental socio-economic status and academic ability, influence college going behavior. This study tests for the existence of aggregate-level high school effects on college enrollment, persistence and degree attainment. It links institutional data on students enrolling within a year after graduation from in-state high schools with state data on high schools’ performance and populations. Three high school aggregate-level factors were found to affect enrollment and persistence. Specifically, the high schools’ percent of SAT takers has a concave-shape effect on enrollment, retention and graduation. Additionally, students coming from schools with a higher percent of those receiving free lunch are less likely to persist, and students coming from schools located within a 60 mile radius are more likely to matriculate and to persist to the second year. These results suggest that aggregate-level high school characteristics should be accounted for in enrollment management.
Iryna JohnsonEmail:
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12.
ABSTRACT

In response to a shortage of qualified Black and Hispanic teachers, community colleges (CC) have developed certificate programs and Associate of Arts degrees in teacher education to address shortages of minority teachers in the nation’s classrooms. We examined one CC’s effectiveness in transferring Black and Hispanic students to university teacher education programs and the association with Black and Hispanic students graduating with a bachelor’s degree. We compared enrollment and transfer student data for the 2003 community college teacher education program cohort to graduation data for native-to-university students of two 4-year universities. Data were analyzed using chi square and phi coefficients. The CC Black and Hispanic students graduated at the same rates as the native-to-university students and higher than their peers of the same races, regardless of major, who began at 2-year colleges at the national level. We encourage CC teacher education programs to invest resources to increase enrollment of Black and Hispanic students to address the growing need for minority teachers to serve in urban communities.  相似文献   

13.
ABSTRACT

Despite a great increase in the numbers of students enrolling in higher education, specifically at community colleges, the successful completion rates for these students has remained static since the 1970s. When reviewing strategies to increase student retention and successful completion, the Student Success Course (SSC) has emerged as a promising and prominent strategy for community colleges. Given that, the purpose of this sequential mixed methods study was to determine if participation in a SSC influences persistence, retention, academic achievement, and student engagement on a community college campus. Data were collected from a purposeful sample of 197 SSC participants at a middle sized community college in southeast Texas and compared to a matched sample of 235 non-SSC participants. Twelve former SSC participants were also interviewed in an attempt to build a more empirical understanding of the impact of the SSC on student engagement and, thus, the students’ decisions to remain in college. Results of this study indicate that a relationship exists between participation in the SSC and persistence, retention, academic achievement in English and mathematics, and student engagement. Additionally, participants claim that taking the SSC not only altered their perceptions of the importance of the course, but their social and study skills as well.  相似文献   

14.
Critics contend that enrollment in a community college lessens the likelihood that a student will complete a bachelor's degree (S. Brint & J. Karabel, 1989). A number of studies have examined personal, demographic, and environmental characteristics that influence the academic performance of community college transfer students. This research has included characteristics that are not readily available to admissions representatives at four‐year institutions, and studies have not considered the private, liberal arts college as the senior institution.

The purpose of this study was to identify easily ascertainable characteristics that occur prior to transfer and to assess the relationship of these characteristics to persistence and baccalaureate attainment at a private, liberal arts college. Two academic factors related to persistence and graduation were included in the methodology: completion of the associate (AA) degree and community college grade point average (GPA) The subjects for the study were 200 students who completed the AA degree and transferred from one of three community colleges to a private, liberal arts college over a 5‐year period.

Results indicated that whereas completion of the AA degree resulted in a higher persistence/graduation rate, completion of the AA degree with a community college GPA of 3.0 or higher increased the persistence/graduation rate to a level equal to that of native students.  相似文献   

15.
This paper investigates college enrollment of the population 35 years of age and older from 1972 to 1982 using data collected in the Current Population Survey. Trends in enrollment and enrollment rates by sex are analyzed. It is clear that major increases in college enrollment have been taking place among the mature population. This is due to increased enrollment among females; males have experienced no trend in the likelihood of being enrolled in college after age 35. The characteristics of older college students, including attendance status, marital status, and labor force status are also investigated.

Female college enrollment rates are related to trends in GNP, labor force participation, divorce rates, age structure, and past educational attainment using regression analysis. The significant results are then applied to recent projections of the size of the older population in order to project the number of enrollees 35 years of age and over until the year 2000. Dramatic increases in enrollment among mature students can be expected in the last decade of this century.  相似文献   

16.
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17.
ABSTRACT

Scholarly attention to academic learning centers is warranted, as they lack a consistent identity and, consequently, little is known about their effect on meaningful student outcomes. Further, such investigations are warranted in online education, given the greater student needs and dropout rates. The aim of this study was to investigate the relationship between the receipt of academic coaching at an online learning center and persistence in online graduate students using a matched sample and after controlling for demographic and academic variables. After holding months since enrollment and Grade Point Average (GPA) at follow-up constant, visiting the learning center increased the odds of persistence 2.66 times. Compared to students in the matched sample, students who visited the learning center even once were significantly more likely to persist at follow-up. Convergence and divergence of the findings with the scholarly literature is examined with a particular focus on the unique population of online graduate students.  相似文献   

18.
ABSTRACT

This qualitative study explored the factors influencing community college career and technical degree program enrollment. Participants for this multi-site study included currently enrolled community college career and technical students with at least 30 credit hours completed and alumni. The researcher coded the participant’s phenomenological data, which revealed four themes. Principal themes included employability, family educational background, denied enrollment to a four-year college or university, and socioeconomics. The findings of this study could be used by governing bodies to develop a better understanding of the importance of the community college system. Community colleges could use the findings of this study to ensure that their organization offers students a conscious teaching and learning environment.  相似文献   

19.
Many college students seem to find it impossible to resist the temptation to text on electronic devices during class lectures and discussions. One common response of college professors is to yield to the inevitable and try to ignore student texting. However, research indicates that because of limited cognitive capacities, even simple texting can reduce comprehension of class material at a rate of 10–20%. We review that research and present our study of the effects of texting on comprehension. Proposed alternatives to ignoring texting or outright bans include using smartphones for classroom exercises, educating students about the dangers of multitasking, and the use of “technology breaks.”  相似文献   

20.
In the knowledge economy, now more than ever, students are encouraged to attend an institution of higher education. Students actively search for resources to assist them in their progress toward a college degree, even before high school graduation. Dual enrollment is an opportunity for students to complete college courses while still in high school, and it encourages stronger collaborations between K–12 and higher education. The purpose of this study was to explore the relationship between demographic and policy variables in South Carolina technical college dual enrollment programs and first-to-second-year persistence of dually enrolled students once entering college. All participants in this study were high school students who continued at a technical college after graduation. Outcomes were analyzed using logistic regression to determine persistence, defined as first-to-second-year retention. Variables included dual enrollment course type, course setting, ethnicity, gender, and county of residence. Results show that course type and course setting are significant in predicting college student persistence. Recommendations and implications for future research are discussed.  相似文献   

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