This study contributes to a line of research that examines the relationship between study abroad participation and academic success among students attending two-year institutions. We offer a multimodal narrative that comprehensively accounts for both student-level characteristics and indicators associated with students' geographic origins in…

Delays in meeting math requirements can impede the progress among community college students who aspire to earn a baccalaureate degree. To investigate this issue, we used state administrative data from Texas to examine the prevalence and predictors of math course repetition and how math course repetition predicts transfer students' outcomes. More…

Students 25 years of age and older comprise one-third of the population in public two-year institutions, and these students face significant disadvantages in first-year retention and eventual graduation. Successfully passing college math and college English are important steps for adult students in building momentum toward a degree. Classroom…

Community college near-completion students are community college starters who have accumulated a considerable number of credits but left college without any postsecondary educational credential. This quantitative study examined a nationally representative sample and intended to reveal significant predictors of becoming a community college…

There is persistent underrepresentation of female and ethnic and racial minority students in computing. While community colleges provide a unique opportunity to increase diversity in computing fields, many students do not persist. This study aims to understand the factors that predict students' momentum--completion of a certificate, degree, or…

The purpose of this study was to explore academic and social integration and other outcomes for community college transfer students. The study used Tinto's ("Leaving college: Rethinking the causes and cures of student attrition," 1993) "Longitudinal Model of Institutional Departure" and Deil-Amen's ("J Higher…

This study examined the impact of a set of theoretically-derived predictor variables on the persistence and transfer of Hispanic community college students. Early models of student persistence have been validated primarily among 4-year college students. While the constructs have been well-established, the relationships of those relevant factors…

Studying factors that predict bachelor's degree attainment has generated considerable empirical interest over the past few decades. Relatively few studies, however, have focused on community college transfer students and the unique factors that predict their educational outcomes. Utilizing the National Education Longitudinal Study of 1988 and…

The variance in earned credit rates in an urban community college system was examined. An ANOVA design was employed to estimate the effects of four variables: college, department, course, and teacher. The results of the analysis indicate significant effects on earned credit rates due to college, department, and teacher. (Author/MLW)

All teacher evaluation forms completed in the arts and sciences division of a large community college were analyzed. Multiple regression was used to predict teacher rating. Items relating to teacher characteristics as perceived by the students (e.g., "tries to help students understand," etc.) had a consistant impact on rating. (Author/MLW)

A study investigated pre-enrollment variables as predictors of 1-year retention of 1,140 first-time students at a community college. Risk of dropping out was associated with lower high school grade point average, 20-24 year age range, part-time attendance, and being a member of an ethnic minority other than Asian. (Author/MSE)