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.
|Advisor:||Anderson, Dennis M.|
|Commitee:||Fox, Jan, Harris-John, Mary, Heaton, Lisa A.|
|School Location:||United States -- West Virginia|
|Source:||DAI-A 73/12(E), Dissertation Abstracts International|
|Subjects:||Community college education, Adult education|
|Keywords:||Community college, Gatekeeper courses, Low-skill adults, Milestones, Momentum points, Technical college|
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