Creating Pathways for Low-Skill Adults: Lessons for Community and Technical Colleges from a Statewide Longitudinal Study

Autor/in	Perry, Carol A.
Titel	Creating Pathways for Low-Skill Adults: Lessons for Community and Technical Colleges from a Statewide Longitudinal Study
Quelle	(2012), (103 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Marshall University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2675-5008-8
Schlagwörter	Hochschulschrift; Dissertation; Community Colleges; Technical Education; Adults; Adult Education; Academic Persistence; Academic Achievement; Educational Attainment; Wages; Nontraditional Students; Statistical Analysis; Probability; Predictor Variables; College Mathematics; At Risk Students; Academic Aspiration; Basic Skills; Longitudinal Studies; Enrollment; School Readiness; West Virginia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community College; Technikunterricht; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Schulleistung; Bildungsabschluss; Bildungsgut; Wage; Löhne; Statistische Analyse; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Prädiktor; Basic skill; Grundfertigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Einschulung; Readiness for school; School ability; Schulreife
Abstract	The purpose of this study was to examine the educational experiences and outcomes of low-skill adults in West Virginia's community and technical colleges, providing a more detailed profile of these students. Data for the variables were obtained from archival databases through a cooperative agreement between state agencies. Descriptive statistics were utilized to examine momentum point attainment, milestone achievement, persistence, and pre- and post-educational mean wages of first-time students age 25+ who enrolled in a West Virginia community and technical college over a five year period beginning with the 2004-2005 academic year. Chi-square tests for independence were used as well as frequencies and conditional probability analysis. Students were grouped by their initial enrollment, developmental or college-ready, and their academic goals, vocational or transfer. The most significant momentum point attainment that indicated successful achievement of any milestone was completion of a college-level math course. This was true for all groups. Completion of a college-level math course was also the best indicator of persistence. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10