Dissertations / Theses: 'Community college retention'

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Culligan, Michael. "Disability and community college retention rates." Tallahassee, Florida : Florida State University, 2009. http://etd.lib.fsu.edu/theses/available/etd-11102009-130632/.

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Thesis (Ph. D.)--Florida State University, 2009.
Advisor: Deborah Ebener , Florida State University, College of Education, School of Teacher Education. Title and description from dissertation home page (viewed on Mar. 24, 2010). Document formatted into pages; contains vii, 89 pages. Includes bibliographical references.

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Jacobs-Biden, Jill. "Student retention at the community college meeting students' needs /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 136 p, 2007. http://proquest.umi.com/pqdlink?did=1251897961&Fmt=7&clientId=79356&RQT=309&VName=PQD.

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Biden, Jill. "Student retention at the community college : meeting students' needs /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 136 p, 2007. http://proquest.umi.com/pqdlink?did=1251897961&Fmt=7&clientId=79356&RQT=309&VName=PQD.

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Young, Robert Joseph. "An examination of factors influencing retention of developmental education students at selected Texas community colleges /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Umoh, Udoudo J. (Udoudo Jimmy). "Factors Related to Student Retention in Community College Developmental Education Mathematics." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279110/.

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This study investigated the factors related to student retention in a comprehensive community college developmental education mathematics program. The purpose was to identify and describe these factors and to develop strategies for improving retention in the community college developmental education mathematics program. Tinto's 1975 model of institutional departure was employed to examine different factors relating to retention in developmental education mathematics courses. In accordance with established criteria, data were collected using the Institutional Integration Scale (IIS) and Students Existing Records (SER). The IIS survey instrument questionnaire was completed by 41 students from a sample of 56 developmental education students enrolled in college level mathematics, and the data thus collected were used for analysis. Data were analyzed using frequency count, percentage, and the chi-square statistical analysis with a significant level of 0.05. The analysis of the data showed that the responding sample was primarily white, females aged 18 to 45. Most of the respondents had high grade point averages, did not miss any developmental education mathematics classes, and attended extra curricular activities infrequently. More fathers than mothers of the sample population had received a college education. Academic goal commitment, institutional experience, academic involvement, and placement grades were not statistically significant factors influencing retention. Among the major findings were: Development education instructors appeared to make the difference, institutional experience, academic goal commitment, and placement grades did not appear to play a major role; the students' academic involvement beyond classes appeared negligible; age, gender, grade point average, and parental educational levels were not significant factors for student retention in developmental education mathematics courses. Although statistical evidence did not support reversal of the proposed null hypotheses, pertinent issues for further research were raised.

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Francis, Valrey Dawn. "Mentoring and Retention of First Year College Students at Brown Community College." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7001.

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Retention of first year college students has been problematic in many U.S. colleges, and different mentoring frameworks have been explored to help resolve the issue. The purpose of this qualitative multiple case study was to examine how the mentoring program at Brown Community College (BCC; pseudonym) positively increased retention of first year college students. BCC is a community college located in a metropolitan urban area in a southern state. Tinto's model of social integration and academic success was used to undergird the study. Research questions were developed to understand how BCC's mentoring program was supporting first year students' retention and what these students perceived as integral in order to persist throughout their program of study. Another question sought faculty's perceptions of how their mentoring program influenced retention at the college. Data collection included structured face-to-face interviews with a purposeful sample of 10 first year college students and two faculty mentors who provided mentorship at BCC. Content analyses were used to identify and isolate the themes through axial coding. The results showed that mentoring may be the catalyst needed to ensure that students stay in college and increase retention and graduation rates. The findings provide useful data for developing curriculum policies that may improve service delivery opportunities for at-risk students. The findings also showed that having qualified college graduates may increase productivity in the workforce and help the college graduates become more successful citizens. Recommendations are offered to improve the existing mentoring program to enable the students to experience social changes in their pursuit of academic success.

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Goltra, Robert Joseph III. "Student Retention Matters| A Study of Community College Student Retention Characteristics, Models, and Programs." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13806283.

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The purpose of this study was to determine if retention of first-year college students was influenced by specific variables and programs at one Midwest community college. The study was focused on responses from the Community College Survey of Student Engagement (CCSSE) (Center for Community College Student Engagement, 2013) and peer mentoring program data. Data and retention were measured using Wald chi-square tests and t-tests, respectively. The CCSSE benchmarks were Academic Challenge, Active and Collaborative Learning, Student Effort, Student-Faculty Interactions, and Support for Learners. Benchmarks were analyzed using student variables age, gender, working for pay, student loans, and race/ethnicity. Benchmarks titled Student Effort and Support for Learners had a significant impact on retention. The relevance of this finding became clear through analyzing specific student variables to determine their impact on each specific benchmark. Also investigated were the retention rates of first-time students who participated in the college’s peer mentoring program and first-time students who did not participate in the college’s peer mentoring program. Following analysis of the data, there was a statistical difference in the retention rates of first-year, peer-mentored students and non-peer mentored, first-year students. The peer mentoring program was also studied by analyzing the effects peer mentoring had on students who were on academic probation. No statistically significant difference was found in retention rates of students who remained on academic probation and their peers who had moved off probation. Data for all aspects of peer mentoring suggested program consistency positively affects retention rates of first-year students.

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Dempsey, Merle. "Enrollment management administrators' perceptions of Community College student retention practices." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=939.

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Thesis (Ed. D.)--Marshall University, 2009.
Title from document title page. Includes abstract. Document formatted into pages: contains ix, 181 pages. Includes bibliographical references: p. 137-157.

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Bishop, Emily Jo. "Addressing the Completion Agenda by Improving a Community College's Student Retention Rates." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6306.

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A local community college is experiencing low level student retention. . The purpose of this study was to explore the perceptions of administrators, faculty and students regarding the low student retention rate. The participants for this qualitative case study included 6 former students who withdrew from the local community college before completing their degrees, 2 faculty members, and 2 administrators. The conceptual framework was constructivism. Research questions were designed to elicit perceptions of understanding retention issues in terms of adult learning and documenting the problem of retention. Data were collected in the form of semi-structured interviews and document review to answer the research questions. Interview data were coded, and 10 themes were identified. Themes included lack of socialization, cost of tuition, lack of online options, class scheduling, student self-discipline, quality of faculty, institutional support, high schools not preparing students for college, 2 year degree implications, and parental pressure. Document review showed that minimal efforts were present to track students or educate faculty regarding adult learning through the 2 year degree process. The key results showed that student retention was a problem that needed to be addressed at both the faculty and administrative levels. The themes resulting from data analysis served as the basis for creation of a 3-day professional development training project for faculty and administrators at the college. This study and resulting project might encourage positive social change for the students, faculty, administration, and college by improving retention rates and graduating more students into the workforce.

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Nzeakor, Ambrose Ugochukwu. "Community College Students' Perceptions of and Satisfaction with Factors Affecting Retention in a Major Urban Community College in the Southwestern United States." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278438/.

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The purposes of this study were (a) to analyze whether any significant differences exist in students' satisfaction among the 11 composite scales/satisfaction measures of the SSI (retention programs); (b) to determine whether significant differences exist in satisfaction among students of the institution based on their demographic characteristics of gender, age, ethnicity, class load, and employment; and (c) to record findings, draw conclusions, and make recommendations from the study. The research was conducted using a questionnaire, The Student Satisfaction Inventory (SSI), developed by Juillreat and Schreiner in 1994. The instrument measures, among other matters, students' perceptions and satisfaction. The population of the study comprised all students at the institution during the 1996-1997 school year. A total of 312 students was sampled, with 182 (58%) returns received. Statistical treatments used to analyze the collected data included frequencies, percentages, means, standard deviation, multiple analysis of variances (MANOVA), one-way analysis of variance (ANOVA), and Tukey's Post Hoc t-test for multiple comparison.

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Bright, Kyle Huntington. "Perceptions of African American Faculty Retention Practices in Community College." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7915.

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The retention of African American faculty at predominantly White institutions (PWI) has long been a point of concern in higher education. Midwest Community College (MCC), a PWI, 2-year public institution, has a problem of retaining African American faculty employed by the college. The purpose of this study was to explore the perceptions of African American faculty retention practices at MCC since little is known about the African American faculty experience at PWIs. Delagado and Stefancic's critical race theory conceptual framework of counter storytelling, Whiteness as property, interest conversion, and critique of liberalism guided this study. A qualitative case study research design was implemented for this study with research questions about the perceived issues of African American faculty and administrators' retention practices at MCC. Four African American faculty and 4 African American administrators answered questions to an interview. Interviews, observation of interviewees, archival review, and field notes constituted the data collection techniques. A qualitative research process of manual data and inductive thematic analysis was implemented in this study. Key findings developed from the themes with implications for changes to organizational culture as well as faculty recruitment and retention practices. Policy recommendations include: the appointment of a Diversity Office designee to the Joint Advisory committees; faculty recruitment through the development of a minority faculty recruitment program; faculty retention through the development of a minority faculty success retention program, along with parallel diversity training for all MCC employees. This study would promote social change by offering focused practices for hiring and retaining African American faculty.

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Orr, Harrison. "Student Retention in Community College Engineering and Engineering Technology Programs." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3657.

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An ex-pos-facto non-experimental quantitative study was conducted to examine the academic, financial, and student background factors that influence first-to-second year retention of engineering and engineering technology students at U.S. community colleges. Analysis of the five research questions was done using a chi-square test and multiple logistic regressions. Data were obtained from the National Center for Education Statistics (NCES) Beginning Postsecondary Students 2012/2014 (BPS: 12/14) study. Computations were performed using PowerStats, a web-based statistical tool provided by the NCES, as well as IBM SPSS 25. The sample population consisted of students who entered postsecondary education for the first time in the 2011-2012 academic year and enrolled in an engineering or engineering technology program at a community college. Predictor variables were identified from the dataset and grouped into the categories of academic, financial, and student background variables. These groupings were used as individual models to predict first-to-second year retention of community college engineering and engineering technology students using logistic regressions. Finally, individual variables that displayed statistical significance were then combined and were used as a model to predict student retention with a logistic regression. Results indicate that community college engineering and engineering technology students are not retained at a significantly different rate than non-engineering and engineering technology majors. In addition, the groupings of academic and student background variables did not have a significant impact on the retention of community college engineering and engineering technology students, while the grouping of financial variables did have a significant impact on retention. The variables attendance pattern (academic), TRIO program eligibility criteria and total aid amount (financial), and dependency status (student background) were all statistically significant to their respective predictor models. Finally, the combination of these statistically significant academic, financial, and student background variables were significant predictors of retention.

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Hall, Robert Andrew. "Freshmen Experience at a Community College: its relationship to academic performance and retention /." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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Watson, Starr. "Perceptions of Persistence in a Community College English Composition Class." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7577.

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Abstract The purpose of this bounded qualitative case study was to explore students' perceptions of factors that influenced their success or failure in an online English composition course at a community college located in the southeastern United States and to understand how these factors affected their persistence in coursework. Retention rates in online for online English composition courses are lower compared to face-to-face English composition courses. Rapid expansion of online learning has led to increased concern regarding student persistence in courses and degree or certification completion. Tinto's interactionalist theory and Kember's model of student success framed the course of inquiry for this study. Eight online student volunteers, who completed, failed, or withdrew from a required entry-level English composition course, were purposefully selected and individually interviewed using a semistructured format. Data were thematically analyzed using open and pattern coding strategies and related to the conceptual framework. Key results revealed student perceptions of factors that influenced their success or failure in an online English composition course and suggested a change in pedagogical practices to improve persistence as well as institutional and instructional practices. Based on findings from this study, a white paper was drafted to present stakeholders with a 2-pronged approach to improve student persistence featuring faculty student engagement and meaningful action and reflection on student learning experiences in an online English composition course. This study contributes to social change by presenting a pedagogical shift to address a persistence problem in online English composition courses. Persistence to course completion can build students' confidence and keep them on a path to achieving their academic goals.

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da, Silva Jose E. "Community College Student Retention and Completion based on Financial Expenditures and Hispanic-Serving Status." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984149/.

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Despite declining community college funding being allocated increasingly on the basis of student success, U.S. community college student retention and completion rates over the past decade have either remained steady or decreased, especially for Latino students. Using descriptive statistics and multiple regression models with secondary data procured from the Integrated Postsecondary Education Data System (IPEDS), I analyzed student success rates—full time student retention and completion rates—based on community college financial allocations and Hispanic-serving institution (HSI) status. To equitably analyze community colleges in the sample (n = 909), I separated them into four groups based on institutional size as defined by the Carnegie Classification. Descriptive results indicated that instructional divisions spent an average of 43% of the college's total allocated budget—often more than three times the allocated budget of any other division. Regression results indicated that instructional expenditures had the most consistent impact on student success regardless of college size and that scholarship expenditures and academic support expenditures generally had a negative impact on student retention and completion rates. Regarding Latino student success in particular, findings indicated that the manner in which colleges allocated their funds impacted only small and medium-sized community colleges. Of the nine different types of institutional expenditures, only student services expenditures and public services expenditures had a statistically significant impact on Latino student success. Additionally regression analysis indicated that community college HSI status did not have a large impact on overall full-time student retention and completion rates but did have a significant impact on full-time Hispanic student retention and completion rates for all institution sizes. Findings of this study confirmed that HSI status does impact Latino student success in public community colleges. This finding is consistent with prior studies on the positive impact of instructional expenditures on student success rates. Further research on the specific elements within these expenditure areas is needed to capture how or why they are having this impact on student success. Current and prospective Latino students and their parents seeking to identify higher education institutions conducive to students' academic success should be aware of such findings as they conduct the college search process.

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Goodman, Pamela E. "Pre- and Post-matriculation Correlates of Student Retention Within a Community College Setting." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2915.

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In the 1990s, due in part to declining enrollment numbers and prolonged budget constraints, student retention became a primary focus in higher education. Aligned with the nationwide interest, this longitudinal, archival study focused on the correlates of student retention at Walters State Community College, located in Morristown, Tennessee. The population involved 17,497 students enrolled from the fall semester of 1992 through the fall semester of 1997. Four sets of variables were investigated--demographic variables, pre-matriculation variables, post-matriculation variables related to grades, and post-matriculation variables related to enrollment. The data were collected through the use of a computer program written to access the Tennessee Board of Regents' Student Information System database, and the data obtained were analyzed through the application of two univariate approaches--the chi-square and the t test for independent samples. The major findings of the study were: (1) Younger, White, females persisted at higher rates than did other students at Walters State; (2) students who: had higher high school GPAs, had higher admission test scores, attended public high schools, had pre-college residences that were located within the college's service area, and made applications for college less than two months prior to the first day of classes persisted at higher rates than did other students at Walters State; (3) students who: had higher college GPAs, were required to take one or two remedial and developmental courses, had not received any "F" grades, and had greater than zero reported absences persisted at higher rates than did other students at Walters State; and (4) students who: attended on a full-time basis, were enrolled in programs designed for transfer to four-year institutions, changed their major programs of study more than one time, and received financial assistance persisted at higher rates than did other students at Walters State. These findings should be communicated with all college personnel in an effort to increase their sensitivity to the "special" needs of these "at-risk" constituencies. Furthermore, the findings should be used in developing a retention plan that incorporates programs and services designed to address the needs of targeted audiences as identified in this study.

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Almon, P. Catherine. "English Language Learner Engagement and Retention in a Community College Setting." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/84590.

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CITE/Language Arts
Ed.D.
This multi-method study explored English Language Learner (ELL) enrollment and engagement in a community college to address a dearth of research on ELL retention in this context. Quantitative analyses were performed on four fall semester transcripts of ELLs (N = 161) and on samples of ELLs and non-ELLs (n = 139) matching in age, enrollment status, and race/ethnicity. Quantitative analyses were also performed on The Community College Survey of Student Engagement (CCSSE) instrument for another set of ELLs (N = 45) and matched samples of ELLs and non-ELLs (n = 34). Qualitative analyses of interviews with a third set of ELLs (N = 28) were also conducted. Results suggest that ELLs overall do well as implied by their high GPAs and engagement scores, yet most do not persist long enough to complete the ESL program or graduate. GPAs were well above the minimum for graduation (2.00) and significantly higher (p < .05) than the non-ELLs. ELLs scored higher than the nation in all five benchmarks, and significantly higher than the non-ELLs in the support for learners benchmark. However, even though the majority of ELLs expressed that they wanted an associate's degree, only 43% successfully exit the ESL program and 13% graduate from the college. The graduation rate is significantly less (p < .05) than college (23%) and nation (25%).To explain, certain groups presented higher risk. Students who began in lower levels of ESL were five times less likely to complete the ESL program (p < .05). Nontraditionally aged ELLs had lower GPAs, persisted fewer fall semesters, and graduated less than their counterparts (all significant at p < .05). Also found were risk factors to which students attribute their leaving college: lack of finances, full time work, and family obligations. Interviews revealed implicit risk factors of linguistic challenges and their ELL status at the college, both of which affected their engagement, as well as a lack of procedural knowledge for navigating US colleges that could enable their retention. Students who persist, graduate, or transfer attribute this success to seeking tutoring and investing extra effort. Implications for practice and research are given.
Temple University--Theses

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Morris, Cynthia Ann. "Strategies for recruitment and retention of faculty of color in community colleges /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004345.

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Allen, Jay S. "Attendance, retention, and funding : a community college case study in Mississippi /." Full text available from ProQuest UM Digital Dissertations, 2009. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1913291381&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1278438646&clientId=22256.

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Thesis (Ph.D.)--University of Mississippi, 2009.
Typescript. Vita. "July 2009." Major professor: Lori A. Wolff Includes bibliographical references (leaves 83-98). Also available online via ProQuest to authorized users.

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Follis, Chad. "Variables predicting the retention of community college students in online courses." Thesis, University of Missouri - Columbia, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10182606.

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Community colleges have seen large increases in students enrolling in online courses nationally. This trend does not appear to be slowing down, in-fact, the number of students enrolling in online courses is increasing. A number of these first-generation students come from disadvantaged backgrounds. This study attempted to isolate variables that can best predict a community college student's chance of successful completion in the online environment.

Ten variables were studied at one community college in Missouri (MOCC) during academic years 2010-2012. The variables were; College division, age, gender, academic semester, academic level, prior remediation, prior online course, grade point average, financial assistance, credit hours enrolled. The study used archived data with 9,540 individual cases. A chi-square analysis was used on the dichotomous and categorical variables and continuous variables were analyzed using an independent t-test. Once significance had been established the variables were analyzed again using a forced entry logistic regression to determine the statistical probability of the variables. All variables except prior remediation showed significance using the three analysis methods. The predictive abilities of logistic regression showed that students with a GPA of 3.0 or higher, enrolled in a Career and Technology field of study, male, receiving financial aid, enrolled in 10.5 credit hours in the summer and an age of 30 were the most likely to successfully complete online courses at MOCC.

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Brady, Elizabeth Andrews. "The effects of required/sequenced preparatory courses on academic success and retention at a community college." FIU Digital Commons, 1994. http://digitalcommons.fiu.edu/etd/1785.

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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.

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Coppola, William Edward. "The Relationship of Community College Student Demographic and Pre-Enrollment Background Variables with Persistence and Retention." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc277851/.

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Student retention is one of the most important issues facing higher education. The demand for accountability of higher education has pushed the issue of student retention to the forefront of its agenda. Increasingly, state legislatures are tying funding to institutional effectiveness, using graduation rates as measures of academic quality. Though there is an abundance of literature of studies conducted at the four year institution, few studies have examined the community college student. This study attempted to identify 4 specific pre-enrollment variables, (1) parent's education, (2) high school senior grade point average, (3) educational goals and (4) racial origin, as predictors of persistence and retention. The sample included 312 entering freshmen at North Lake College in Irving, Texas who were administered the College Student Inventory (CSI) in the fall semesters of 1995 and 1996. The 1995 cohort consisted of 201 entries, 103 (51.2%) female and 98 (48.8) male. The 1996 cohort consisted of 111 entries, 65 (58.5%) female and 46 (41.5%) male. A data base was constructed by extracting selected data elements from the completed inventory. Each student was tracked for one year following the semester they completed the survey. The Pearson Chi-Square Test of Independence with .05 level of significance as the criterion level of rejection was performed to identify significant variables tied to student persistence. The research found that 3 factors, high school senior GPA, parent's education level and family origin were significant predictors of attrition at the .05 level. These factors represent information that is typically available from the student's prior to entry into the college. All too often an at-risk student is identified once he/she is placed on academic probation prompting the student to leave the college. Institutions need to implement an early warning system to identify students who are at-risk before the problem becomes intractable. The institution can then implement strategies and programs that would foster efforts to increase student engagement and retention. This study has demonstrated that there are important pre-enrollment data available to institutions that can assist potential non-persisters by identifying them early in their educational tenure.

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White-Daniels, Sheila Denise. "The relationship of Tech Prep programs to student enrollment and retention in a California community college." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2558.

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The purpose of this study was to determine the relationship of Tech Prep to student enrollment and retention in a California community college. Tech Prep was conceived by Dale Parnell as an articulated high school/community college program focusing on the neglected majority or the middle-quartile of high school students. This study included a review of high school Tech Prep student data for 1997–1998 and 1998–1999. These students were tracked from the high school program through the community college program. The data generated from this review indicated that 1,947 high school students enrolled in the Tech Prep program during this time period, with 1,437 completing the high school requirements, 420 of these students enrolled in the community college within a two year timeframe, and 51 completed the community college Tech Prep course, thereby receiving community college credit for the high school Tech Prep course(s). Student perceptions and self reported attitudes were obtained through surveys of a random sample of those high school Tech Prep students who continued their education at community college. Findings indicated that lack of information about program opportunities is the key to loss of student continuity. Interviews were conducted of fifteen of the surveyed students, resulting in validation of this contention. An evaluation of the student data, surveys and interviews revealed that there was no definitive relationship of enrollment and retention of high school Tech Prep student through the community college Tech Prep program. The resulting findings revealed that the community college Tech Prep programs require significant and appropriate changes in communicating program information in order to positively impact enrollment and retention of the target population. Recommendations were also made for future studies.

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Burnett, Jim W. "Senior administrative perceptions of retention efforts for at-risk students in North Carolina community colleges." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0301101-201049/restricted/burnett0417.pdf.

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Spitzig, Janet. "The Relationship Between Student Engagement and Student Retention of Adult Learners at Community Colleges." Franklin University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=frank1620213209704112.

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Miller, Karen C. "A National Study on Student Satisfaction with and Importance of College Environment Variables as Predictors of Spring-to-Spring Retention." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1414749229.

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Scheuer, Cynthia M. "Perspectives of High School and Community College Instructors on College Readiness." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6482.

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The preparation students need to complete college successfully is important to many stakeholders, including students, educators, and the community. Colleges struggle with enrollment and retention while high school teachers and community college instructors focus on the preparation of students to succeed in college. High school teachers and community college instructors are uniquely qualified to inform the determinants of college readiness across the continuum of education. This research study explored the perceptions of high school teachers and college instructors on the skills and behaviors required of students to be successful in college. This qualitative descriptive study was based on the conceptual framework of Conley's 4 keys to college readiness and used interviews from 4 high school teachers and 5 community college instructors to explore the research question. The data were open coded multiple times to construct categories that revealed 3 major themes of college readiness: preparation, engagement, and personal characteristics. High school teachers and college instructors identified similar skills and behaviors displayed by college ready students. The information gleaned from the interviews about college readiness informed the creation of a professional development project to provide college faculty with strategies to facilitate the skills and abilities needed for college success within the context of college courses. This research and project development are a move towards positive social change in improving student success in college. Given the need for college completion and the rising cost of education, the social impact of ongoing work to improve college readiness and college success is imperative for students, colleges, and teachers at all levels.

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Hopson, Joyce M. "A comparative study of factors leading to the retention of African American students and non-minority students enrolled in business programs at a Northwest Florida community college /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737900.

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Smith, Beth Jan. "The influence of a new student introduction program on freshman student retention at a rural, two-year community college." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Dissertations/Spring2010/b_smith_042010.pdf.

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Thesis (Ph. D.)--Washington State University, May 2010.
Title from PDF title page (viewed on June 23, 2010). "Department of Education Leadership and Counseling Psychology." Includes bibliographical references (p. 58-66).

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Rowell, Samuel S. "Career-Focused Course Sequencing and Retention to Graduation in a Tennessee Community College." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2542.

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The purpose of this study was to identify course sequencing associated with Industrial Technology Associate of Applied Science students who persisted to graduation at Northeast State Community College (NSCC) in Blountville, TN. The participants in this study were first-time full-time freshman Advanced Technology students whose 3-year program of study at NSCC happened during the years of 2009-2012, 2010-2013, and 2011-2014. Participants were divided into 2 groups, students who graduated (completers) and students who did not graduate (noncompleters). The researcher examined student persistence to graduation. Data for this study were obtained from the college’s information database. The predictive variables used included whether a required learning support reading course was taken during semester 1, whether a required learning support writing course was taken during semester 1, the percentage of technical courses taken during semester 1, the percentage of technical courses taken during semester 2, the percentage of general-education courses taken during semester 1, and the percentage of general-education courses taken during semester 2. This study was conducted using quantitative methods to determine course sequencing and relationships among course scheduling characteristics that may affect student retention and persistence to graduation. Data were analyzed using Chi Square tests of independence (2-way contingency tables) to determine whether there was a significant association among variables. The study data were used to analyze the relationship between the ratios of courses taken in either career-focused or general-education courses during the first 2 semesters of attendance. The hours taken value in each category was divided by the total hours attempted during the semester value. The data were coded as nominal data into 5 categories, 0%-20%, 21%-40%, 41%-60%, 61%-80%, and 81%-100%. A Chi Square test of independence was used for the analysis of all questions to determine significance. All questions were analyzed at the .05 level of significance. The analysis indicated that students requiring at least 1 learning support course experienced a negative effect and were less likely to graduate from the program in 3 years. The percent of career-focused courses taken during the second semester were significantly related to graduation in 3 years. There was a negative effect on graduation in 3 years for students who enrolled in 40% or less career-focused courses and a positive effect for students who enrolled in 60% or more career-focused courses during the second semester.

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Stringer, Bobbi Rhe. "Nonverbal Immediacy as a Predictor of Student Retention Rates Among Full-time/part-time Community College Faculty." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278524/.

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York, David L. "Fallng through the net : implications of inherent characteristics in student retention and performance at a community college /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091987.

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Robles, Stacey Yolanda. "The influence of a freshman orientation course on the academic performance and retention of new community college students." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2553.

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The purpose of this study was to investigate the influence of a freshman orientation course on the academic performance and retention of new community college students. This study was designed to obtain quantitative as well as qualitative data. In part one, a survey was distributed to students, who attended Coral College from the fall of 1996 through the fall of 1999, completed Guidance 10 and scored no higher than a level one or a level two on 2 out of 3 of the assessment tests. Survey data was used to frame interview questions for the qualitative part of the study. In part two, 12 students, who completed Guidance 10 and returned a survey, were interviewed to investigate in greater depth how the course did or did not influence them to stay enrolled in college. Interviews were used to give students the opportunity to share their stories and how their experiences in Guidance 10 influenced them to stay enrolled in college. Data from the interviews suggested that a relationship between the course objectives and the respondents' grade point averages does not exist. However, the data from the interviews indicated that there is a relationship between the course objectives and retention. Respondents identified particular aspects of the orientation course that influenced them to stay enrolled in college. Meeting with a counselor, going on a campus tour, learning time management, learning to speak in front of others, and learning about the potential earnings of a college graduate were aspects of the course that influenced students to persist in college. Counselors and faculty are encouraged to continue to recommend this course to new students, and administrators are advised to ensure that there are a sufficient number of sections available for new students trying to enroll in the course. Finally, the institution must make a commitment to retention and investigate various methods to retain students through some type of orientation. Recommendations are made for educators, who can make a difference in their educational institutions and influence change, which will affect the retention of new community college students.

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Hyland, Cheryl. "A Comparative Study of Instructor Status on Student Success and Retention at Motlow State Community College." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3008.

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Data from the National Center for Education Statistics projects total enrollment in post secondary degree-granting institutions to increase 15% from 2010 to 2021 (U.S. Department of Education, 2012). National and state education efforts such as President Obama’s American Graduation Initiative, Tennessee’s Drive to 55, and Tennessee Promise encourage Americans to expand their educational pursuits in order to increase the number of individuals completing a post secondary degree. As states adopt funding formula measures tied directly to student success and retention, higher education institutions increasingly must rely on the effectiveness of academic and student service programs. Although the employment of adjunct faculty as a cost-saving measure has been on the rise for many years (Kezar & Maxey, 2013), research regarding the possible impact on student learning has been slow to develop and studies in this area have produced contradictory results. The purpose of this quantitative comparative study was to examine whether there is a significant difference in the fall to fall retention rate and proportion of assigned grades for first- time freshmen attending Motlow State Community College (MSCC) in regard to instructor status (full-time or adjunct). Existing data were used to conduct the study gathered from instructor and student information maintained by the colleges Banner information system using stratified random sampling. A non proportional sampling technique was chosen because of the potential small sample size and ease of subgroup comparison. Data were analyzed using chi-square tests of independence at the .05 level of significance. Results indicated no significant difference in the fall-to-fall retention rate and proportion of assigned grades for first-time, full-time students; first-time students; first-time students with a high school grade point average (GPA) of 3.0 or higher; first-time students with a high school grade point average (GPA) of 2.9 or lower; and traditional and non traditional age students. Significant differences were found in the fall-to-fall retention rate for first-time, part-time students. First-time, part-time students taught by adjunct faculty are retained at a significantly lower rate than first-time, part-time students taught by full-time faculty. As states adopt funding formula measures tied directly to student success and retention at the same time colleges and universities brace for enrollment increases, the use of adjunct faculty continues to rise. Acknowledging the need for highly skilled instructors, higher education institutions must consider the potential impact adjunct faculty instruction has on student success given the potential implications on institutional funding at state and national levels.

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DeBate, Karl A. "Community College Faculty Perceptions and Behaviors Related to Academic Advising." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1610.

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The primary propose of this study was to identify community college faculty's perceptions regarding the effectiveness of the self-contained campus academic advising center, the importance of the eight established NACADA advising goals, and the role of faculty in the advising process. In addition, the current advising behaviors of faculty at a community college with a self-contained advising system were examined. The study also investigated if perceptions and behaviors regarding advising vary among full-time and part-time faculty. The results of this study provide an overview of community college faculty perceptions and behaviors with regard to academic advising and the established NACADA advising goals. Specifically, over 75% faculty participants indicated that all eight of the NACADA advising goals were "important" or "very important". In addition, over 70% of faculty participants indicated that all eight of the NACADA goals for effective advising should be part of the faculty role. Even though the institution examined in this study employs a self-contained advising structure, over 96% of faculty participants indicated that they had personally advised one or more students in the past year. While full-time and part-time faculty were generally in agreement, data did reveal several significant differences in perceptions. The findings also show a significant positive relationship between faculty perception of their role in the advising process and the number of students they personally advise on all eight of the NACADA goals for effective advising.

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Garayta, Cheryl. "Effect of Response to Intervention on Developmental Education Students' Persistence, Retention, and Completion." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3394.

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In 2012, national rates of degree or certificate completion for students beginning college in developmental education courses were 35%. At a Midwestern state community college completion rates were even lower, with only 27% of developmental reading/writing (DRW) students completing their program. Therefore, the purpose of this causal- comparative study was to compare success rates for DRW students beginning college in a multileveled (MLI) program and in a response to intervention (RtI) based program. The MLI program was grounded in a scaffolded learning framework, and the RtI program was grounded in a transformative learning framework. Four research questions were posited to identify the associations between success rates (course completion, persistence, retention, and credential completion) for students enrolled in the MLI program and students enrolled in the RtI program. Archival data for a census sample of 13,731 DRW students were analyzed. The chi-square test was used to determine whether associations existed between instructional groups for each dependent variable. Findings confirmed a significant association between instructional group and success factors, with students in the RtI group showing higher success rates for course completion, persistence, and retention than the MLI group. However, the MLI group showed higher success rates for credential completion than the RtI group. Further research will need to investigate the reasons for the divergent outcomes such as the fact that MLI program students began college two years before RtI program students. Implications for social change include an instructional model that may contribute to increased course completion, persistence, retention, and credential completion for DRW students, which is discussed in the appended position paper.

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Willis, Deatrice Allen. "Effects of a Student Success Course on Retention of First-Year Community College Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7774.

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Low retention rates among 1st year students plague many community colleges in the United States, including the study site used for this research. Preparing 1st year community college students both academically and socially are key aspects of combating this issue and enhancing student success and persistence. The purpose of this quantitative study was to determine the influence of the First-Year Experience (FYE) course in improving student retention and promoting student success. Rodger’s student development theory and Tinto’s theory on retention guided this study. A causal-comparative design was used to examine the difference in retention rates and GPA between students enrolled in the FYE course and students who were not enrolled in FYE. A total sample of 19,511 1st year students were enrolled in 3 academic semesters in fall 2011, spring 2012 and fall 2012 of which 761 were FYE students and 18,750 were non-FYE students. A series of t tests and chi-square tests were conducted to compare the 2 student groups for the 2 dependent variables. Results showed no statistically significant difference between FYE participation and retention rates for the 2 semesters spring and fall 2012 (p = 0.69 and p = 0.32 respectively) but there was a statistically significant difference for the fall 2011 semester (p < 0.001). The GPA was significantly higher for the 1st year students who completed FYE compared to those who were not enrolled for all three semesters fall 2011, spring 2012, and fall 2012 (p < 0.001, p = 0.15, and p = 0.94 respectively). The results indicate that the FYE course can improve students’ GPA consistently but not their retention. A more detailed investigation into the influence on retention is needed. This study promotes social change by encouraging further research that will benefit the development and improvement of FYE courses.

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Muse, Herbert E. Jr. "A Retention Issue-Predicting The at Risk Student in Community College Web-Based Classes." NSUWorks, 2003. http://nsuworks.nova.edu/gscis_etd/742.

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This report describes a quasi-replication of an earlier study. The problem of this study was the need to develop an assessment tool that would assess and predict whether Web based learners at the community college were at-risk of failure in this mode of learning. In this study the instrument was used to identify factors that could then be used to discriminate between 276 successful and non-successful Web-based learners at the community college level. Twenty-eight ordinal-level questions, as used in the previous study, and eight more items related to computer and Web-based skills produced seven factors using factor analysis. The seven factors and seven background variables from the original study were used as input for additional quantitative analyses. Discriminant function analysis produced a significant discriminant function and five variables that contributed significantly to that function: Grade Point Average (GP A), Study Environment, Age, Last College Class, and Background Preparation. The function was used to classify (predict) student membership into successful and non-successful groups and classified two-thirds of the cases correctly. This study also presented results from a qualitative investigation into dropout of the Web based learner. Twenty-two randomly selected students who dropped their Web-based course were interviewed and each was questioned about their reasons for dropping the course. The reason given most often for dropout was that the student could not obtain, access, or install all the required learning materials in a timely manner, and that he/she dropped the course while a chance to do so was still available. According to the findings of this investigation, students who had a history of academic achievement, were older, had a positive learning space, and believed they were prepared for this learning environment were more likely to be successful than others who had lesser amounts of these qualities. The study also showed that students who could react quickly to logistical demands early in the course were more likely to persist. Recommendations for further research included using more questions to characterize the domains studied in this inquiry, using another statistic to compute the likelihood of success and failure of the Web-based student, and testing students in other populations.

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Diaz, Leontina A. "The relation of rule retention and rule transfer to the algebra performance of minority community college students /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11155711.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1990.
Typescript; issued also on microfilm. Sponsor: Bruce A. Vogeli. Dissertation Committee: Philip Smith. Includes bibliographical references (leaves 60-64).

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Crabtree, Linda F. "A comparison of community college student performance, retention, and demographics in online and onground courses /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998476.

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Barron, Kyle. "IT’S NOT THE PROGRAMS; IT’S THE PEOPLE: BUILDING HUMAN LEVERS OF RETENTION IN COMMUNITY COLLEGES." UKnowledge, 2019. https://uknowledge.uky.edu/epe_etds/67.

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Student attrition prior to the completion of a credential is an issue that has increasingly demanded the attention of stakeholders in higher education, particularly in the community college sector, in which less than half of all students complete a credential after six years. The costs of student attrition are high and widespread, ranging from the financial costs for institutions and federal and state governments to the personal and monetary costs paid by those students whose personal and professional goals are not achieved. With the ever-increasing focus on accountability for institutions of higher education and the growing movement toward performance-based funding, institutions are seeking to find ways to support all students on the path to completion of a credential. Building upon Braxton’s theory of powerful institutional levers that serve to promote student completion, Rendon's validation theory, and Schlossberg's theory of marginality versus mattering, this two-part companion dissertation seeks to progress conversation beyond levers of retention as programmatic approaches to increasing student success. Through interviews with community college students serving as peer mentors in a student ambassador program and community college faculty identified by peers and supervisors as high performing in the area of student retention, the researchers seek to identify common characteristics, behaviors, backgrounds, conditions, and values possessed by effective human levers of retention. In doing so, the researchers hope to identify common characteristics among successful human levers of retention in the form of peer mentors and faculty members. This work is in part a collaborative piece that should be read with Kim Russell’s At the Heart of Policies and Programs: Community College Faculty Member and Peer Mentors as Human Levers of Retention.

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Cipale, Deborah Joleen. "Nursing Program Progression Requirements and Student Success at a U.S. Community College." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7218.

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Although licensed registered nurses (RNs) comprise a significant percentage of the U.S. health care workforce, there is a lack of qualified nurses to meet patient needs. This shortage is expected to intensify as practicing nurses leave the profession. The problem that prompted this study was that an attrition-reduction program implemented in the nursing program at a U.S. midwestern community college did not show a reduction in the average attrition rate. The academic integration construct of Tinto's theory of student departure was used to examine archival academic performance records of 145 students enrolled in the local program from 2010 to 2012. The central research question focused on the correlations between academic progression requirements to student attrition rates in 1st-semester associate degree in nursing (ADN) courses. The correlation was computed using the point-biserial calculation. Findings from the data analysis indicated a statistically significant correlation between 2nd-semester licensed practical nurse (LPN) courses and success in 1st-semester ADN courses, but at a higher benchmark than the current requirement. There was no statistically significant correlation between the standardized exit examination and success in 1st-semester ADN courses. The resulting project was a white paper policy recommendation for the institutional and community stakeholders. The project was evaluated with an outcomes-based evaluation method to measure the effectiveness of the revised progression requirements by measuring attrition rates in the 1st cohort of nursing students who were held to the revised progression requirements. The project contributes to positive social change by providing recommendations to decrease student attrition rates, which, in turn, may help to reduce the global nursing shortage.

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Radovčić, Amy. "Factors Impacting Persistence for African-American and Latino Community College Students." Digital Commons at Loyola Marymount University and Loyola Law School, 2010. https://digitalcommons.lmu.edu/etd/273.

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Persistence of African-American and Latino community college students has lagged behind other ethnic groups. The longitudinal study covered three years that included four semesters. Data from aggregated records of a community college in Southern California were analyzed to gain better understanding of factors that could explain varying rates of persistence. The data represented 609 African-American and Latino community college students who enrolled for the first-time in the fall 2006 semester. In addition to descriptive analysis, the data were subjected to t-tests, Pearson correlation, and multiple regression. These findings revealed that access to a college counselor (p < .01) and offers of financial aid assistance (p < .01) and services from EOPS (p < .05) significantly and positively influenced persistence. The impact of age and SES differed by ethnicity. Older African-American students (p < .01) and younger Latino students (p < .01) were more likely to persist. Socioeconomic status (p < .01) was found to significantly influence persistence for African-American students. SES was not found to be significant in Latino community college student persistence. Age, gender, and completing a personal development course did not significantly influence African-American or Latino community college student persistence. The findings can help educators understand African-American and Latino community college student persistence. Community college counselors can facilitate persistence and can have the greatest impact when their contact with students occurs early in the college experience. Further, high schools and community colleges need to work together to disperse information and encourage students to plan for their college education.

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Knedlik, Allene D. "An examination of the perception of community college students about developmental academic advising and retention /." Search for this dissertation online, 2003. http://wwwlib.umi.com/cr/ksu/main.

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Norman, Jeanelle Tulloss Baker Robert Lawrence. "The relationship between community college students' attitude toward reading and sex, age, race, academic retention and achievement." Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8705739.

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Thesis (Ed. D.)--Illinois State University, 1986.
Title from title page screen, viewed July 21, 2005. Dissertation Committee: Robert L. Baker (chair), John T. Goeldi, Larry D. Kennedy, Jeanne B. Morris, Kenneth H. Strand. Includes bibliographical references (leaves 83-87) and abstract. Also available in print.

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Miles, Linda. "VARIABLES THAT PREDICT SUCCESS WITH ASSOCIATE DEGREE NURSING STUDENTS AT A COMMUNITY COLLEGE IN FLORIDA." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3994.

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The purpose of this exploratory, retrospective study was to determine if student demographics and academic variables predicted student persistence and success in an associate degree nursing program in Florida and to investigate the variables in Tinto's Longitudinal Model of Dropout (1975).The sample population (N=304) for this study was students enrolled in one of the initial courses of the associate degree nursing program at Daytona Beach Community College (DBCC) in Daytona Beach, FL from August 2002 through August 2003. Students were assigned to one of three groups (a) passing group, (b) failing group, or (c) withdrawing group. The convenience sample of (N=304) included: 242 students who successfully completed the nursing program, 32 students who failed a nursing course, and 38 students who withdrew from a course prior to successful completion. Demographic variables, admission and college science course grade point averages, and Nurse Entrance Test (NET) scores were collected on the sample population. Descriptive statistics were used to identify any unique differences that may have existed between the three groups, and multinomial logistic regression was used to determine the variables that best predicted success in the associate degree nursing program. Students in the passing group were found to be slightly older than students in the failing and withdrawing groups. The passing group had a higher percentage of females; the failing and withdrawing groups had higher percentages of males. The failing and withdrawing groups also contained higher percentages of minority students and students with English as a second language. Ethnicity was considered a significant predictor for student success in this study. Grade point average (GPA) score at the time of admission to the nursing program and college mean science course GPA scores were significant predictors. Students in the passing group had higher mean admission grade point averages than the failing and withdrawing groups. Students in the passing group also had noticeably higher mean grade point averages in all college science courses. NET scores were not considered significant predictors, at least for students who met the requirements for admission, and minimal differences were noted between the three groups in the study. The results of the study supported the use of variables identified in Tinto's Longitudinal Model of Dropout (1975) for predicting program success with nursing students. Individual attributes and pre-college experiences were predictors of student success for this sample, and demographic differences were identified between successful and unsuccessful students. Based on the results, the nursing department should consider placing more emphasis on admission and college science course grade point averages during the application process. A future conceptual model should include college science course GPAs, specifically anatomy and physiology and microbiology, and admission grade point average. Remedial or support services should be emphasized for minority students and students with English as a second language. Strategies should be implemented to retain men in the nursing program.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership

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Williams, Anne S. "Evaluating a Strategic Initiative's Efficiency to Enhance Community College Financial Sustainability." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1426.

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During the first decade of the 21st Century, U.S. college enrollment rates increased, public funding fell by 30%, oversight structures changed, and funding algorithms switched to outcome-based metrics such as retention, progression, and graduation rates. Drawing from Vroom's expectancy theory, the purpose of this correlational study was to provide decision makers with information about the factors associated with an implemented strategic initiative at a Connecticut community college. The research question addressed the correlation between the strategic initiative, retention, and organizational financial sustainability using hierarchical, binary regression analysis of archival data for 2,558 first-time full-time students at a Connecticut community college. Hosmer and Lemeshow testing [Ï?2HL(8, N = 2558) = 2.964, p = 0.937] indicated that a relationship existed between completion of the initiative, grades, and retention while controlling for student demographic variables. Overlapping 95% CIs for participant and nonparticipant retention probabilities demonstrated that the participants and nonparticipants might have similar retention behavior. Educational business leaders may benefit from these findings by reevaluating the design, implementation, and assessment of the strategic initiative, eliminating conflicting initiative goals, and researching additional student attributes or environmental factors that correlate with student retention leading to improved institutional financial sustainability. The implications for social change include growing students' human capital to enhance the community's social welfare.

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Rice, Tamara Jean. "Riding Out the Waves: Community College Transfers Graduating with Bachelor's Degrees." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206385493.

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Brown-Minis, Elizabeth N. "The effect of participation in a community college mentoring program on the retention rate and academic performance of first-time, full-time students /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953847.

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Zavarella, Carol A. "Computer-Based Instruction And Remedial Mathematics: A Study Of Student Retention At A Florida Community College." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002348.

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Dissertations / Theses on the topic 'Community college retention'

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