This study evaluated student transcript data of basic skills student enrolled in the Los Angeles Community College District (LACCD). The purpose of the study was to determine if basic skills students who concurrently enroll in career technical education (CTE) courses demonstrate higher academic performance measures. Student transcript data was secured from the LACCD and coded for use in conducting this research. The study evaluated five student success variables, course completion ratio, grade point average (GPA), 30-unit completion, completion of the basic skills sequence, and completion of an award or certificate, using correlation analysis, multiple linear regression, and binary logistic regression as appropriate for each variable. The correlation findings reveal that co-enrollment had the largest influence on completion of 30 units, followed by award conferral and course completion ratio (CCR). Female outperform male students in every success variable and Black ethnicity is negatively correlated to every outcome variable, most significantly GPA and CCR. Socioeconomic status, Hispanic, and Black ethnicity had negative impacts on CCR. All ethnicities were positively associated with completion of 30 units and college preparation with odds rations of 6.196 (626%) and 2.572 (257%) respectively, except for African American and Hispanic ethnicities. Co-enrollment was the most significant and positive predictor of award completion with an odds ratio of 4.8 (480%). The current study and findings contribute to the research and offers insight into the success of basic skills students within the LACCD and other large urban community colleges and districts.
|School:||California State University, Fullerton|
|School Location:||United States -- California|
|Source:||DAI-A 77/02(E), Dissertation Abstracts International|
|Keywords:||Basic Skills, Career Technical, Community College, Development Climb, Developmental|
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