ERIC Number: EJ1022801
Record Type: Journal
Publication Date: 2014
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1066-8926
EISSN: N/A
Retention of First-Year Community College Students
Windham, Melissa H.; Rehfuss, Mark C.; Williams, Cyrus R.; Pugh, Jason V.; Tincher-Ladner, Lynn
Community College Journal of Research and Practice, v38 n5 p466-477 2014
Close to half of all community college students leave before obtaining their stated goals. In order to determine what student characteristics increase community college student retention, with a heightened interest on the predictive nature of taking a student success course, a post-facto quasi-experimental study was conducted to determine whether or not participation in a study skills course affects retention at a Southeast community college. Results indicate that successful completion of a study skills course increases fall-to-fall retention for students who enroll in the institution with an ACT COMPASS[R] (American College Test, 2006) score over those who do not participate in a study skills course. Results also show that while ethnicity/race and socioeconomic status were not significant, factors of retention, gender, age, and ACT COMPASS [R] Reading score significantly predict student retention. Recommendations for researchers and community college administrators and counselors are discussed.
Descriptors: Community Colleges, Academic Persistence, School Holding Power, Student Characteristics, Quasiexperimental Design, Student Participation, Study Skills, Control Groups, Experimental Groups, Socioeconomic Status, Racial Differences, Age Differences, Gender Differences, Reading Achievement, Predictor Variables, College Freshmen, Regression (Statistics)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges; Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: ACT Assessment
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/81414
IES Cited: ED563392