College Success Courses: Success for All

Autor/inn/en	Coleman, Sandra Lee; Skidmore, Susan Troncoso; Weller, Carol Thornton
Titel	College Success Courses: Success for All
Quelle	In: Community College Journal of Research and Practice, 42 (2018) 5, S.316-329 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2017.1300110
Schlagwörter	Success; College Programs; Student Characteristics; Ethnicity; Age Differences; Community Colleges; Withdrawal (Education); Statistical Analysis; Racial Distribution; Student Records; Academic Persistence; Achievement Need + Suchen Sie Ihr Suchwort? Erfolg; Studienprogramm; Ethnizität; Age; Difference; Age difference; Altersunterschied; Community college; Community College; Kursabbruch; Statistische Analyse; Schülerakte
Abstract	College success courses (CSCs), or orientation courses, are offered by community colleges and universities to facilitate the success of first-time-in-college students. Primarily, these courses are designed to address students' nonacademic deficiencies, such as weak study habits and poor organizational skills, and to familiarize students with campus resources and support services (Zeidenberg, Jenkins, & Calcagno, 2007). In this descriptive, quantitative study, the pass and withdrawal rates of 19,023 developmental students in a CSC were calculated by gender, ethnicity, and age across and within six community college system campuses located in Texas for four consecutive semesters, Fall 2012 through Fall 2013. Among the findings, women consistently fared better than men, and the youngest followed by the oldest student groups tended to pass at higher rates. Black students held the lowest passing rates and the highest withdrawal rates across all community college campuses reviewed. On the other hand, Hispanic students passed the CSC at higher rates than any other ethnic group at the majority of the community college campuses. Multiple factors may have contributed to students' success. A discussion of these factors may help administrators enact policies to assist low-performing groups at their community colleges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01