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Early alert in community college : = Student success, persistence, and retention in developmental courses.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Early alert in community college :/
Reminder of title:	Student success, persistence, and retention in developmental courses.
Author:	Simpson, Colleen.
Description:	1 online resource (110 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 75-12, Section: A.
Contained By:	Dissertations Abstracts International75-12A.
Subject:	Higher education. -
Online resource:	click for full text (PQDT)
ISBN:	9781303908170

Early alert in community college : = Student success, persistence, and retention in developmental courses.
Simpson, Colleen.

Early alert in community college :Student success, persistence, and retention in developmental courses. - 1 online resource (110 pages)

Source: Dissertations Abstracts International, Volume: 75-12, Section: A.

Thesis (Ed.D.)--Fordham University, 2014.

Includes bibliographical references

Community colleges struggle to support, retain, and graduate the growing numbers of academically underprepared students at the college. The purpose of this mixed method study was to explore the impact of an early alert initiative on first-time, full-time, degree-seeking students enrolled in developmental courses at a community college. The study included non-random assignment of selected students to the early alert group and the non-early alert group. Quantitative data were collected ex post facto to determine whether a difference existed in the success rate, semester-to-semester persistence rate, and 1-year retention rate of students in the early alert group versus the non-early alert group. The study included use of both descriptive and inferential statistics. Descriptive statistics showed a negative difference between the early alert group and the non-early alert group along the dimensions of success and persistence, but a positive difference in retention. Overall, the differences were not statistically significant. Qualitative data collection took place by reviewing historical reports and documented analysis of college communications. The themes that emerged from the qualitative data were used to deepen the understanding of the quantitative data. The qualitative results indicated the need for community colleges to improve communication outreach, build a sense of community for students, review technology support systems, and increase faculty participation.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781303908170Subjects--Topical Terms:

1148448
Higher education.
Subjects--Index Terms:

Community collegeIndex Terms--Genre/Form:

554714
Electronic books.

Early alert in community college : = Student success, persistence, and retention in developmental courses.
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500 $a Source: Dissertations Abstracts International, Volume: 75-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Marcus, Sheldon.
502 $a Thesis (Ed.D.)--Fordham University, 2014.
504 $a Includes bibliographical references
520 $a Community colleges struggle to support, retain, and graduate the growing numbers of academically underprepared students at the college. The purpose of this mixed method study was to explore the impact of an early alert initiative on first-time, full-time, degree-seeking students enrolled in developmental courses at a community college. The study included non-random assignment of selected students to the early alert group and the non-early alert group. Quantitative data were collected ex post facto to determine whether a difference existed in the success rate, semester-to-semester persistence rate, and 1-year retention rate of students in the early alert group versus the non-early alert group. The study included use of both descriptive and inferential statistics. Descriptive statistics showed a negative difference between the early alert group and the non-early alert group along the dimensions of success and persistence, but a positive difference in retention. Overall, the differences were not statistically significant. Qualitative data collection took place by reviewing historical reports and documented analysis of college communications. The themes that emerged from the qualitative data were used to deepen the understanding of the quantitative data. The qualitative results indicated the need for community colleges to improve communication outreach, build a sense of community for students, review technology support systems, and increase faculty participation.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
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650 4 $a Educational evaluation. $3 555501
650 4 $a Community college education. $3 1179956
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653 $a Student persistence
653 $a Student retention
653 $a Student success
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710 2 $a Fordham University. $b Division of Educational Leadership, Administration, and Policy. $3 1477803
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