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Dissertation/Thesis Abstract

A Mixed Methods Case Study of the Connect to Success Remedial Transfer Articulation Program between a 2-Year Community College and a 4-Year University
by Lavergne, April Aylor, D.E., University of Louisiana at Lafayette, 2019, 218; 13877794
Abstract (Summary)

Higher education is in state of change. As admissions criteria rise, the need for remediation of students who are coming from secondary education underprepared is also increasing. As noted by Crosnoe and Muller (2014), “Consequently, the range of curricular options available in high school offers both opportunity and risk. Students must navigate this maze in order to accrue academic credentials that promote entry into four-year colleges, but not all are equally prepared to do so” (p. 602). While there has been research done on the topic of remedial education and the whether there is a need for such courses, there has been little research done on the perceptions of students participating in remedial education, particularly through remedial articulation agreements between two-year colleges and four-year universities. The purpose of this mixed-methods case study was to examine how student perceptions of success are affected by their participation on the remedial transfer articulation program once they have made successful transfer from the two-year college to the four-year university. The partnership is between two colleges located in Hammond, Louisiana, Technical Community College and Southeastern Regional University.

Indexing (document details)
Advisor: Olivier, Dianne F
Commitee: Fossey, William R, Hatcher III, John W
School: University of Louisiana at Lafayette
Department: Educational Leadership
School Location: United States -- Louisiana
Source: DAI-A 81/11(E), Dissertation Abstracts International
Subjects: Higher education
Keywords: Agreement, Articulation, Remedial education, Transfer
Publication Number: 13877794
ISBN: 9798645464196
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