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Bers, Trudy; Schuetz, Pam – Community College Review, 2014
Community colleges enroll nearly half of the students enrolled in public undergraduate programs and a disproportionate number of first-generation, low-income, underprepared and minority students. The new national completion agenda has brought both visibility and pressure to these open-access institutions, which have completion rates of less than…
Descriptors: Graduation, Community Colleges, Dropouts, Two Year College Students
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Mamiseishvili, Ketevan; Koch, Lynn C. – Community College Review, 2012
This study used data from the Beginning Postsecondary Students Longitudinal Study to examine the demographic and in-college characteristics of students with disabilities at 2-year institutions, identify the types of educational services available to them, and determine how students' disability conditions and their selected demographic and…
Descriptors: Performance Factors, Success, Disabilities, Two Year College Students
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Bell, Clayton, Jr. – Community College Review, 1984
Looks at various influences on junior college student persistence (i.e., grades, family background, peer relationships, counseling services, study habits, and employment). Reports on a study conducted at Richland College to descriptively analyze individual social, demographic, and economic factors; preenrollment factors; and institutional…
Descriptors: Academic Persistence, Dropout Characteristics, Dropouts, Enrollment Influences
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Webb, Mel – Community College Review, 1989
Presents a research-based model of student persistence. Concludes that high school academic achievement, needs for financial aid and employment, day/evening status, goal commitment, and expected student/college fit have primary effects on persistence, while background characteristics and academic self-confidence have secondary effects. Explains…
Descriptors: Academic Persistence, Community Colleges, Dropout Characteristics, Dropouts
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Wilson, Russell C. – Community College Review, 1979
The Adjective Check List was administered to 142 high school completion (GED) students to determine whether their self concept differed from the general college freshman population. The GED students were more anxious, worried, critical of self and others, less self-confident, and less adequately socialized. (MB)
Descriptors: Community Colleges, Dropout Characteristics, High School Equivalency Programs, Personality Assessment