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Early alert in community college: St...

Simpson, Colleen.

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Early alert in community college: Student success, persistence, and retention in developmental courses.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Early alert in community college: Student success, persistence, and retention in developmental courses./
Author:	Simpson, Colleen.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
Description:	110 p.
Notes:	Source: Dissertations Abstracts International, Volume: 75-12, Section: A.
Contained By:	Dissertations Abstracts International75-12A.
Subject:	Community college education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3620377
ISBN:	9781303908170

Early alert in community college: Student success, persistence, and retention in developmental courses.
Simpson, Colleen.

Early alert in community college: Student success, persistence, and retention in developmental courses. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 110 p.

Source: Dissertations Abstracts International, Volume: 75-12, Section: A.

Thesis (Ed.D.)--Fordham University, 2014.

Community colleges struggle to support, retain, and graduate the growing numbers of academically underprepared students at the college. The purpose of this mixed method study was to explore the impact of an early alert initiative on first-time, full-time, degree-seeking students enrolled in developmental courses at a community college. The study included non-random assignment of selected students to the early alert group and the non-early alert group. Quantitative data were collected ex post facto to determine whether a difference existed in the success rate, semester-to-semester persistence rate, and 1-year retention rate of students in the early alert group versus the non-early alert group. The study included use of both descriptive and inferential statistics. Descriptive statistics showed a negative difference between the early alert group and the non-early alert group along the dimensions of success and persistence, but a positive difference in retention. Overall, the differences were not statistically significant. Qualitative data collection took place by reviewing historical reports and documented analysis of college communications. The themes that emerged from the qualitative data were used to deepen the understanding of the quantitative data. The qualitative results indicated the need for community colleges to improve communication outreach, build a sense of community for students, review technology support systems, and increase faculty participation.

ISBN: 9781303908170Subjects--Topical Terms:

2122836
Community college education.
Subjects--Index Terms:

Community college

Early alert in community college: Student success, persistence, and retention in developmental courses.
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245 1 0 $a Early alert in community college: Student success, persistence, and retention in developmental courses.
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300 $a 110 p.
500 $a Source: Dissertations Abstracts International, Volume: 75-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Marcus, Sheldon.
502 $a Thesis (Ed.D.)--Fordham University, 2014.
520 $a Community colleges struggle to support, retain, and graduate the growing numbers of academically underprepared students at the college. The purpose of this mixed method study was to explore the impact of an early alert initiative on first-time, full-time, degree-seeking students enrolled in developmental courses at a community college. The study included non-random assignment of selected students to the early alert group and the non-early alert group. Quantitative data were collected ex post facto to determine whether a difference existed in the success rate, semester-to-semester persistence rate, and 1-year retention rate of students in the early alert group versus the non-early alert group. The study included use of both descriptive and inferential statistics. Descriptive statistics showed a negative difference between the early alert group and the non-early alert group along the dimensions of success and persistence, but a positive difference in retention. Overall, the differences were not statistically significant. Qualitative data collection took place by reviewing historical reports and documented analysis of college communications. The themes that emerged from the qualitative data were used to deepen the understanding of the quantitative data. The qualitative results indicated the need for community colleges to improve communication outreach, build a sense of community for students, review technology support systems, and increase faculty participation.
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650 4 $a Educational evaluation. $3 526425
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653 $a Early alert
653 $a Student persistence
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653 $a Student success
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690 $a 0443
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793 $a English
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