Providing access to a post-secondary education for a diverse population of learners with varied levels of academic preparation continues to be a challenge for California community colleges. One response has been to establish partnerships. Each partnership incorporates different scopes, instructional patterns, and outcomes to impact students. The literature supports the construction of academic pathways that provide evidence of persistence and student success. Research legitimizes connections that link students to student support services and academic skill development. California community colleges are implementing partnerships designed to achieve this end.
This study examined the impact of a noncredit to credit partnership. It explored the factors that contributed to student success in community college credit entry-level mathematics courses. The findings of the study revealed the impact of alternative course structures that integrate subject competency with preparation for the rigor of credit math courses. The study findings revealed the benefit of in-class tutoring and counseling that connects students to support services and reduces transitional barriers. This study will add to the volume of research regarding student success as it examines a noncredit program utilizing untapped resources to support student success in a community college district setting.
|School:||California State University, Fullerton|
|School Location:||United States -- California|
|Source:||DAI-A 76/10(E), Dissertation Abstracts International|
|Subjects:||Community college education, Mathematics education, Mathematics, Educational leadership, Pedagogy, Education Policy, Education, Curriculum development|
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