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Dissertation/Thesis Abstract

Modeling completion at a community college
by Nguyen, Quoc Tim H., M.A., California State University, Long Beach, 2013, 61; 1523327
Abstract (Summary)

The purpose of the current study was to assess a model of college completion at a 2-year community college based on Tinto's Theory of Student Drop Out and current factors known to impact college completion. A freshman cohort (n = 2,846) that attended a large-urban community college was assessed. Logistic regression analysis found student age and math proficiency when entering college were significant factors in the model. The older the student was when first enrolling, the lower their likelihood of completing college. The more remediation a student needed in math skills, then the less likely she or he was in completing college. Placement into developmental (remedial) English writing courses did not seem to suppress completion, and was a non-significant finding in the model. Reading proficiency and participation in a student success course (first-year seminar) were not significant factors in the model, though estimated coefficients aligned with research literature.

Indexing (document details)
Advisor: Whitney, David J.
Commitee: Cho, Young-Hee, Nguyen, Kay V.
School: California State University, Long Beach
Department: Psychology
School Location: United States -- California
Source: MAI 52/01M(E), Masters Abstracts International
Subjects: Behavioral psychology, Quantitative psychology, Cognitive psychology
Publication Number: 1523327
ISBN: 978-1-303-20895-9
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