Predicting achievement of first year technical students at North Iowa Area Community College

1967 ◽  
Author(s):  
Thomas Eugene Ransford
Keyword(s):  
Community College ◽  
First Year ◽  
Technical Students ◽  
Predicting Achievement

Academic Achievement and Demographics of International Undergraduates

2016 ◽  
pp. 233-259
Author(s):  
Dulce Amor L. Dorado ◽  
Barry Fass-Holmes
Keyword(s):  
Academic Achievement ◽  
Community College ◽  
West Coast ◽  
Native Language ◽  
Public University ◽  
Grade Point Averages ◽  
First Year ◽  
Grade Point ◽  
Academic Standing ◽  
First Time

Are international undergraduates whose native language is not English less prepared to succeed academically at an American four-year institution after transferring from an American community college than ones who are first-time freshmen (NFRS) or exchange visitors (EAPR)? This question's answer was no at an American West Coast public university where five cohorts of international transfer undergraduates (TRAN) earned mean first-year grade point averages (GPA) between B- and B. Less than 12% of these students earned GPAs below C, and less than 15% were in bad academic standing (probation, subject to disqualification, or dismissed). In comparison, five parallel cohorts of NFRS and EAPR earned mean first-year GPAs averaging between B and B+ to A-. Less than 10% earned GPAs below C or were in bad academic standing. Thus, a minority of this university's international undergraduates struggled academically regardless of whether they were TRAN, NFRS, or EAPR.

Time Perspective and Grade Expectations as Predictors of Student Achievement and Retention in the First Year of Community College

2020 ◽  
pp. 152102512096067
Author(s):  
Taylor W. Acee ◽  
Meagan A. Hoff ◽  
Darolyn A. Flaggs ◽  
Breana Sylvester
Keyword(s):  
Community College ◽  
Economically Disadvantaged ◽  
First Generation ◽  
Time Perspective ◽  
Motivational Factors ◽  
First Year ◽  
Student Background ◽  
First Semester ◽  
Orientation Course ◽  
Hispanic Serving

The authors examined three motivational factors (first-year grade expectations, present-focused time perspective, and future-focused time perspective) as predictors of achievement and retention outcomes for students ( N = 844) in their first semester at a predominately Hispanic-serving community college, accounting for student background characteristics. In this correlation research study, instructors administered surveys to students in a required first-year orientation course. Survey data was then merged with institutional data. The results of the multiple regression analysis suggested that first-year grade expectations, present-focused time perspective, age, ethnicity, first-generation status, and academically underprepared status were statistically significant predictors of first-semester GPA and explained 9.0% of the variation, whereas future-focused time perspective, sex, and economically disadvantaged status were not. First-year grade expectations and economically disadvantaged status significantly predicted second-semester retention; the other study predictors did not. This study expands research on malleable motivational factors educators could target to support students in their first year of community college.

Including Student Voices in Instructional Design: Community College Students with Below-Proficient Skills Talk About IL Instruction

2013 ◽  
Author(s):  
Don Latham ◽  
Melissa Gross
Keyword(s):  
College Students ◽  
Community College ◽  
Instructional Design ◽  
Focus Groups ◽  
First Year ◽  
Student Voices ◽  
Skill Levels ◽  
First Year College ◽  
First Year College Students ◽  
Groupes De Discussion

First-year college students with below-proficient IL skill levels were identified through a standardized IL test. Interviews and focus groups were conducted with a subset of these students. This paper will focus on the findings of the focus groups and describe how these findings are informing the design of the intervention.Les étudiants universitaires de première année ayant une maîtrise de l'information inadéquate ont été identifiés au moyen d'un test normalisé sur la maîtrise de l'information. Des entrevues et des groupes de discussion se sont déroulés avec un sous-groupe de ces étudiants. Cette communication s'attarde aux résultats des groupes de discussion et décrit comment les résultats sont pris en compte dans la conception de l'intervention.

First-Year Community College Students' Perceptions of and Attitudes Toward Intrusive Academic Advising

2016 ◽  
Vol 36 (1) ◽  
pp. 30-42 ◽  
Author(s):  
Paul Donaldson ◽  
Lyle McKinney ◽  
Mimi Lee ◽  
Diana Pino
Keyword(s):  
Community College ◽  
Academic Advising ◽  
Single Case ◽  
Community College Student ◽  
First Year ◽  
College Student Success ◽  
Intrusive Advising ◽  
The Impact ◽  
The Relationship

For this study, we analyzed the relationship between intrusive academic advising and community college student success. Utilizing a qualitative, single-case study design, we conducted interviews with 12 students who participated in an intrusive advising program at a large, urban community college in Texas. Analysis of the interview data revealed the benefits, limitations, and contributions to success of intrusive advising. This study addresses a notable gap in the extant literature, as few researchers have published empirical examinations on the impact of intrusive academic advising within the community college context. The findings can be used to improve the delivery of academic advising and student support services at community colleges.

scholarly journals College on the Cheap: Consequences of Community College Tuition Reductions

2017 ◽  
Vol 9 (2) ◽  
pp. 155-188 ◽  
Author(s):  
Jeffrey T. Denning
Keyword(s):  
High School ◽  
Community College ◽  
Community Colleges ◽  
College Enrollment ◽  
First Year ◽  
College Tuition ◽  
Percentage Points ◽  
Experimental Variation ◽  
Quasi Experimental ◽  
Over Time

This paper examines the effects of community college tuition on college enrollment. I exploit quasi-experimental variation from discounts for community college tuition in Texas that were expanded over time and across geography for identification. Community college enrollment in the first year after high school increased by 5.1 percentage points for each $1,000 decrease in tuition, which implies an elasticity of —0.29. Lower tuition also increased transfer from community colleges to universities. Marginal community college enrollees induced to attend by reduced tuition have similar graduation rates as average community college enrollees. (JEL H75, I22, I23, I28)

scholarly journals Meeting Immigrant Community College Students' Needs on One Greater Toronto Area College Campus

2002 ◽  
Vol 32 (2) ◽  
pp. 1-26
Author(s):  
Kenise Murphy Kilbride ◽  
Lucy D’Arcangelo
Keyword(s):  
Community College ◽  
College Campus ◽  
Policy Implications ◽  
Immigrant Community ◽  
Technical Programs ◽  
Greater Toronto Area ◽  
Point Of Entry ◽  
Technical Students ◽  
Low Degree ◽  
Sources Of Support

One hundred and forty-six students who entered Canada after their twelfth birthday and are now in one of six technical programs on a Greater Toronto Area (GTA) community college campus were surveyed. Technical programs enrol over half the students on this campus, and the six programs enrol over half the technical students. Over half had entered Canada past the usual age for high school (and over two-thirds in the past six years), making the college their point of entry into the Canadian educational system. Degrees and types of needs were analyzed, as well as degrees and sources of support. Differences occurred across numerous background traits but the most striking finding is the students' perception of a low degree of support from the college itself. This has clear policy implications for funders of GTA colleges, which attract such high numbers of new immigrants to Canada.

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