A predictive model on identifying successful institutional practices designed to enhance the performance of community college developmental students

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dc.contributor.advisorMoore, William, Jr.en
dc.creatorZhou, Weien
dc.date.accessioned2008-08-28T23:22:36Zen
dc.date.accessioned2017-05-11T22:17:39Z
dc.date.available2008-08-28T23:22:36Zen
dc.date.available2017-05-11T22:17:39Z
dc.date.issued2006en
dc.descriptiontexten
dc.description.abstractTo keep the promise of providing successful higher education experience to all students, community colleges need to identify effective practices to enhance success for students coming through developmental education programs. Despite the existence of a wealth of research studies on student success in higher education which are focused on four-year institutions, few have generated concrete insights on community college students, who are more likely to be minority, non-residential, part-time, first-generation college students, and working adults with families. Therefore, community colleges are seeking theoretical models generated based upon empirical studies focused on developmental students to identify and design effective practices to enhance the success of those students. The purpose of this study was to develop a theoretical, predictive model, focused on developmental education student success, by examining the correlations between student characteristics and student success via intervening variables of student engagement. This study used data from spring 2004 Florida statewide Community College Survey of Student Engagement and the Florida State Student Database. Findings of this study supported the theoretical framework that student characteristics are predictors of student success, and the impacts of student characteristics on student success are affected by student engagement, which can be influenced by institutional practices. Therefore, community colleges may develop effective institutional policies and practices focusing on student engagement to increase developmental education student success. In addition, this study assists in identifying best practices which in turn provides valuable information to community colleges in reference to the most endangered students. Moreover, the model, which provided guidelines for institutional researchers including the operational definitions of all variables, the statistical analysis used, the methods of data collection, and identification of needed instrument, enables community colleges to monitor the progresses of institutional practices and keep moving forward in a changing environment.
dc.description.departmentEducational Administrationen
dc.format.mediumelectronicen
dc.identifierb68664242en
dc.identifier.oclc166352365en
dc.identifier.urihttp://hdl.handle.net/2152/3020en
dc.language.isoengen
dc.rightsCopyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works.en
dc.subject.lcshPrediction of scholastic success--Florida--Case studiesen
dc.subject.lcshPrediction of scholastic successen
dc.subject.lcshCommunity college student development programsen
dc.titleA predictive model on identifying successful institutional practices designed to enhance the performance of community college developmental studentsen
dc.type.genreThesisen

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