Stopping Short in Higher Education: Do More Remedial Courses Add up to Debt with No Degree?

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Wootten, Elaine Baldwin
Titel	Stopping Short in Higher Education: Do More Remedial Courses Add up to Debt with No Degree?
Quelle	(2013), (135 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Arkansas at Little Rock
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-2449-4
Schlagwörter	Hochschulschrift; Dissertation; Higher Education; Remedial Programs; Debt (Financial); Bachelors Degrees; Postsecondary Education; Longitudinal Studies; College Students; Institutional Characteristics; Student Characteristics; Educational Experience; Financial Support; Regression (Statistics); Predictor Variables; Graduation Rate; High School Graduates; Grade Point Average; College Bound Students; Stopouts; Family Income; Parent Background; Student Financial Aid + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Förderprogramm; 'Bachelor''s degrees'; Bachelor-Studiengang; Post-secondary education; Tertiäre Bildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Collegestudent; Bildungserfahrung; Finanzielle Förderung; Regression; Regressionsanalyse; Prädiktor; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Ausstieg; Familieneinkommen; Elternhaus; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung
Abstract	Federal need based financial aid receipt and remedial course load were the central foci of an integrated model designed to predict six-year bachelor's degree attainment. Data represented 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09) respondents who graduated from high school in 2003 and enrolled the same year as full time bachelor's degree seekers in four-year public and private institutions. Only those who designated "student" as primary role, specified English as first language, and were classified as dependents were included in the sample. Student background and precollege academic attributes; college experiences, including remediation; financial factors, incorporating federal need based aid; and institutional characteristics were entered directly into a binary logistic regression model to forecast bachelor's degree completion. Goodness-of-fit tests indicated that while the full model relative to the null model was a better fit to the data, the fit was unimpressive. Distinguishing non-degree attaining students within a group of peers who completed bachelor's degrees was especially problematic. For the primary areas of interest, knowing whether a student received need-based federal financial aid did not improve the ability to predict bachelor's degree attainment. Knowing whether a student took three or more remedial courses was helpful as a matter of statistical significance, but less so than other indicators. Data related to high school GPA and college enrollment patterns of fulltime/part-time status, stopouts, and number of institutions attended added the most value to the predictive capacity of the model. Family income and father's education level contributed slightly. The financial and academic preparedness aspects of student success have been addressed separately in the postsecondary literature, but the study investigated an important evidence gap by examining these two critical needs together. Finding that financial aid receipt and remedial course load were not opposing forces for the student profile of this study established a baseline for extending this line of inquiry with national data for other groups and institutional investigations of populations in context. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01