Retention of First-Year Community College Students

Autor/inn/en	Windham, Melissa H.; Rehfuss, Mark C.; Williams, Cyrus R.; Pugh, Jason V.; Tincher-Ladner, Lynn
Titel	Retention of First-Year Community College Students
Quelle	In: Community College Journal of Research and Practice, 38 (2014) 5, S.466-477 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2012.743867
Schlagwörter	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); ACT Assessment + Suchen Sie Ihr Suchwort? Community college; Community College; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Studientechnik; Socio-economic status; Sozioökonomischer Status; Rassenunterschied; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Leseleistung; Prädiktor; Studienanfänger; Regression; Regressionsanalyse; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10