The Impact of Cares Emergency Financial Assistance on Student Success Outcomes at a Rural Community College

Autor/in	Barr, Christopher A.
Titel	The Impact of Cares Emergency Financial Assistance on Student Success Outcomes at a Rural Community College
Quelle	(2022), (113 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Missouri Baptist University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3744-1177-5
Schlagwörter	Hochschulschrift; Dissertation; Pandemics; Federal Aid; COVID-19; Federal Legislation; Distance Education; Higher Education; Low Income Students; At Risk Students; Rural Schools; First Generation College Students; Program Effectiveness; Student Financial Aid; Academic Persistence; Success; Community College Students; Financial Support + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bundesrecht; Distance study; Distance learning; Fernunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Erfolg; Community college; Community colleges; College students; Community College; Collegestudent; Finanzielle Förderung
Abstract	The COVID-19 pandemic and the move to fully remote education required higher education practitioners to place extra focus on low socioeconomic students and those considered most at risk due to the disruption in learning (Goldrick-Rab, 2020; Kerr, 2020; Lustig, 2020; Miller, 2020; Zenter, 2020). Davis (2020) discovered that rural first-generation students and low-socioeconomic status (SES) students were more likely to cite financial stress during the pandemic as reason for not continuing their educational goals. The purpose of the quantitative study was to gain information pertaining to the impact of Coronavirus Aid, Relief, and Economic Security (CARES) Act emergency financial assistance on the student outcomes of success, persistence, and completion at one rural community college. The receipt of CARES funds and its potential positive impact to rural community college students was analyzed using archival data. This study examined if a statistically significant difference in student success outcomes existed between a group of students who received CARES emergency financial assistance and a similar group of students who did not receive assistance. The group receiving CARES funding had a significantly higher rate of persistence compared to the non-funded group. No significant difference in success rates existed between them. Statistical analysis performed on the difference in completion rates showed no statistically significant difference between the funded and non-funded group. This study can help administrators better understand, support, and develop institutional support for offering emergency financial assistance in the future. Further research on examining other qualitative factors influencing CARES emergency financial assistance and student success outcomes is suggested. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01