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dc.contributor.advisorCaruso-Woolard, Cassandra
dc.contributor.authorEzzell, Sabrina
dc.date.accessioned2020-05-07T16:14:26Z
dc.date.available2020-05-07T16:14:26Z
dc.date.issued2020-04-16
dc.identifier.urihttp://hdl.handle.net/10504/126980
dc.description.abstractThis quantitative, retrospective study for the Dissertation in Practice analyzed progression and completion rates of first-time freshmen college students who were placed into remedial courses and those who were placed into college level courses. The cohort was made up of first-time freshmen students who enrolled in the fall of 2013 at a rural community college in New Mexico. An enterprise resource planning system called “Banner” was utilized to gather demographic information, remedial and non-remedial course enrollment data, and information pertaining to progression and completion of certificates and degrees. The majority of students in this study tested into remedial level math and English with a low percentage completing college with a certificate or an associate’s degree. Statistical measures included frequencies of multiple variables, probit regression, Pearson’s Chi-Square, and Fisher’s Exact test. While several predictors for completing college were identified, successful completion of a college-level or gateway English course was the single variable found to predict successful completion of a certificate or an associate degree. Making evidence-based changes in placement practices and remedial teaching methods can increase the number of students who complete college level English, while increasing the number of remedial students who graduate with a certificate or an associate’s degree. Keywords: remedial, community college, first-time freshmenen_US
dc.language.isoen_USen_US
dc.publisherCreighton Universityen_US
dc.rightsCopyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above.en_US
dc.titleProgression and Completion Rates of Remedial Students in a Community College Settingen_US
dc.typeDissertation
dc.rights.holderSabrina Ezzellen_US
dc.publisher.locationOmaha, Nebraskaen_US
dc.description.noteProQuest Traditional Publishing Optionen_US
dc.contributor.cuauthorEzzell, Sabrina
dc.degree.levelEdD (Doctor of Education)en_US
dc.degree.disciplineInterdisciplinary Ed.D. Program in Leadershipen_US
dc.degree.nameEd.D. Program in Leadershipen_US
dc.degree.grantorGraduate Schoolen_US
dc.degree.committeeMartin, James Jr
dc.degree.committeeMartin, James Jr


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