Dissertation/Thesis Abstract

Creating pathways for low-skill adults: Lessons for community and technical colleges from a statewide longitudinal study
by Perry, Carol A., Ed.D., Marshall University, 2012, 102; 3522711
Abstract (Summary)

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.

Indexing (document details)
Advisor: Anderson, Dennis M.
Commitee: Fox, Jan, Harris-John, Mary, Heaton, Lisa A.
School: Marshall University
Department: Educational Leadership
School Location: United States -- West Virginia
Source: DAI-A 73/12(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Community college education, Adult education
Keywords: Community college, Gatekeeper courses, Low-skill adults, Milestones, Momentum points, Technical college
Publication Number: 3522711
ISBN: 9781267550088
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