The effects of required/sequenced preparatory courses on academic success and retention at a community college
Doctor of Education (EdD)
First Advisor's Name
Joseph B. Cook
First Advisor's Committee Title
Second Advisor's Name
Betsy A. Smith
Third Advisor's Name
George S. Morrison
Remedial teaching, Community colleges, Curricula, Academic achievement, College attendance
Date of Defense
This dissertation had two purposes: first, to analyze how required sequenced college preparatory courses in mathematics, reading, and writing affect students' academic success and, second, to add to a theoretical model for predicting student retention at a community college. Grade point average, number of degree credits earned, and reenrollment rate were measured as determinants of academic success. The treatment group had a significantly higher grade point average than the control group. There was no significant difference in the number of degree credits earned or re-enrollment rate for the groups. A series of logistic regressions used the independent variables E-ASSET scores in math, reading, and writing; number of college prep areas required; credits earned; grade point average; students' status; academic restrictions/required course sequencing; sex; race; and socio-economic status to determine the predictor variables for retention. The academic variable that showed the greatest potential as a predictor for retention was grade point average. Overall, receiving financial aid was the greatest predictor for reenrollment. For a financial aid recipient the odds of reenrollment were 2.70 times more likely than if no financial aid was received.
Brady, Elizabeth Andrews, "The effects of required/sequenced preparatory courses on academic success and retention at a community college" (1994). FIU Electronic Theses and Dissertations. 1785.
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