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Academic persistence of at-risk stud...

Wagner, Doris L.

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Academic persistence of at-risk students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Academic persistence of at-risk students./
Author:	Wagner, Doris L.
Description:	109 p.
Notes:	Adviser: Elizabeth Bruch.
Contained By:	Dissertation Abstracts International67-12A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3246875

Academic persistence of at-risk students.
Wagner, Doris L.

Academic persistence of at-risk students. - 109 p.

Adviser: Elizabeth Bruch.

Thesis (Ph.D.)--Capella University, 2007.

Identifying the varied and complex reasons for college dropout will provide a better understanding of issues surrounding college attrition and retention of at-risk students. The purpose of this study was to identify factors contributing to the nonpersistence of at-risk students during their first year of college at Northeastern Community College (NECC). An additional component of this study was to provide decision makers with strategies for reducing at-risk student dropout rates. Research questions investigated included: (a) Are at-risk students academically successful (maintain a certain minimum cumulative grade point based on the Standards for Academic Probation and Dismissal index; complete developmental coursework) during their first year at NECC? (b) Did at-risk students persist in completing an academic program culminating in a degree or certificate from NECC? (c) What identifiable factors contribute to the academic persistence or nonpersistence of at-risk students during their first year at NECC? A multimethod research design with quantitative and qualitative methods of evaluation was used for this study. Historical research, action research, and strategies from Patton's utilization-focused evaluation model were used. This study identified a large number of students who were not academically prepared to enter college, who did not complete an academic program culminating in a degree or certificate, and had a higher incidence of low grade point averages and academic actions after their first semester. The following recommendations resulting from this study are the implementation of a plan for: (a) collection and analysis of student data by semester, (b) periodic review of the computerized student database system and data collection protocol, (c) the systematic evaluation of current programs and services based on the findings of this study, (d) advising and tracking specifically targeting high-risk populations, and (e) adoption of a college-wide required first-year experience model. Future study might include: (a) a modified replication of the initial study, (b) the identification of an appropriate mechanism for the gathering of qualitative data on nonpersisters, (c) research to identify frequency and type of student services accessed, and (d) research into the benefits of developing and implementing a required, extensive orientation for bricks-and-mortar students as well as online students.Subjects--Topical Terms:

1018008
Education, Community College.

Academic persistence of at-risk students.
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035 $a (UMI)AAI3246875
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100 1 $a Wagner, Doris L. $3 1287167
245 1 0 $a Academic persistence of at-risk students.
300 $a 109 p.
500 $a Adviser: Elizabeth Bruch.
500 $a Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4426.
502 $a Thesis (Ph.D.)--Capella University, 2007.
520 $a Identifying the varied and complex reasons for college dropout will provide a better understanding of issues surrounding college attrition and retention of at-risk students. The purpose of this study was to identify factors contributing to the nonpersistence of at-risk students during their first year of college at Northeastern Community College (NECC). An additional component of this study was to provide decision makers with strategies for reducing at-risk student dropout rates. Research questions investigated included: (a) Are at-risk students academically successful (maintain a certain minimum cumulative grade point based on the Standards for Academic Probation and Dismissal index; complete developmental coursework) during their first year at NECC? (b) Did at-risk students persist in completing an academic program culminating in a degree or certificate from NECC? (c) What identifiable factors contribute to the academic persistence or nonpersistence of at-risk students during their first year at NECC? A multimethod research design with quantitative and qualitative methods of evaluation was used for this study. Historical research, action research, and strategies from Patton's utilization-focused evaluation model were used. This study identified a large number of students who were not academically prepared to enter college, who did not complete an academic program culminating in a degree or certificate, and had a higher incidence of low grade point averages and academic actions after their first semester. The following recommendations resulting from this study are the implementation of a plan for: (a) collection and analysis of student data by semester, (b) periodic review of the computerized student database system and data collection protocol, (c) the systematic evaluation of current programs and services based on the findings of this study, (d) advising and tracking specifically targeting high-risk populations, and (e) adoption of a college-wide required first-year experience model. Future study might include: (a) a modified replication of the initial study, (b) the identification of an appropriate mechanism for the gathering of qualitative data on nonpersisters, (c) research to identify frequency and type of student services accessed, and (d) research into the benefits of developing and implementing a required, extensive orientation for bricks-and-mortar students as well as online students.
590 $a School code: 1351.
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Guidance and Counseling. $3 1017740
690 $a 0275
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710 2 0 $a Capella University. $3 1017687
773 0 $t Dissertation Abstracts International $g 67-12A.
790 $a 1351
790 1 0 $a Bruch, Elizabeth, $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3246875