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Institutional factors affecting academic persistence of underprepared community college freshmen
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INSTITUTIONAL FACTORS AFFECTING ACADEMIC PERSISTENCE
OF UNDERPREPARED COMMUNITY COLLEGE FRESHMEN
by
Janis Kristine Walker Marsh
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2000
Copyright 2000 Janis Kristine Walker Marsh
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UMI Number: 3018107
___ ®
UMI
UMI Microform 3018107
Copyright 2001 by Bell & Howell Information and Learning Company.
All rights reserved. This microform edition is protected against
unauthorized copying under Title 17, United States Code.
Bell & Howell Information and Learning Company
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UNIVERSITY OF SOUTHERN CALIFORNIA
School o f Education
Los Angeles, California 90089-0031
This dissertation, written by
Janis Kristine Walker Marsh
under the direction o f h^jeJDissertation Committee, and
approved by all members o f the Committee, has been
presented to and accepted by the Faculty o f the School
o f Education in partialfulfillm ent o f the requirementsfor
the degree of
D o c to r o f E d u c a tio n
5/2 /00
Bean
D issertation
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ACKNOWLEDGMENTS
I am grateful to many people for their continued encouragement,
assistance and support during my graduate studies.
Thank you Dr. Dennis Hocevar, Committee Chair, and Committee
Members Dr. Robert Baker and Dr. Michael McLaughlin for your wisdom,
humor, and continued support.
Dr. Keith Brookshaw, advisor, mentor and friend, thank you for clearing
the path to make this study possible. I appreciate the contributions and efforts of
all participating departments at Shasta College.
To my glorious children Eric Karlen, Judson and Melissa Karlen, Kathryn
Marsh, and Hilary Marsh, thank you for truly believing in me, encouraging me,
and for always being there. I look forward to reciprocating with all my love and
support as you embark on your life studies and work.
And last, I am deeply grateful to my parents, Dr. James K. and Mary Lou
Walker. Thank you for a lifetime of love and guidance, and for teaching me to
appreciate the value of dedication and hard work. It was from both of you that I
learned the true meaning of courage and persistence, and it is with great pride that
I dedicate this dissertation to you.
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TABLE OF CONTENTS
ACKNOWLEDGEMENTS.......................................................................................... ii
LIST OF TABLES.........................................................................................................v
ABSTRACT..................................................................................................................vii
CHAPTER 1: Introduction and Background...............................................................1
Statement of the Problem.................................................................................. 1
Background of the Problem..............................................................................3
Purpose of the Study......................................................................................... 5
Significance of the Study..................................................................................6
Delimitations......................................................................................................8
Limitations......................................................................................................... 9
Research Questions........................................................................................... 9
Definition of Terms..........................................................................................10
Organization of the Remainder of the Study................................................14
CHAPTER 2: Review of the Literature..................................................................... 16
Introduction...................................................................................................... 16
Theories of College Retention and Attrition.................................................16
Community College Retention Research......................................................24
Support-Based Services and Persistence......................................................26
Postsecondary Academic Preparedness........................................................ 32
Historical Background: California Community Colleges........................... 34
Summary of the Literature............................................................................. 42
CHAPTER 3: Methodology and Procedures............................................................ 45
Research Design.............................................................................................. 46
Setting.............................................................................................................. 47
Participants in the Study.................................................................................48
Instrumentation............................................................................................... 49
Procedures........................................................................................................52
Delimitations....................................................................................................54
Limitations.......................................................................................................54
Data Processing and Analysis........................................................................ 55
Summary.......................................................................................................... 57
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CHAPTER 4: Results of the Study............................................................................58
Introduction..................................................................................................... 58
Description of Student Characteristics..........................................................59
Academic Preparedness.................................................................................59
Educational Background................................................................................62
Educational G oals.......................................................................................... 63
Preparedness and Participation in Support Services................................... 65
Preparedness and Persistence........................................................................ 72
Support Services and Persistence.................................................................. 73
Student Responses to Open-Ended Survey Question................................. 79
Interviews with Program Administrators......................................................81
Analysis of Findings...................................................................................... 86
Summary..........................................................................................................93
CHAPTER 5: Summary and Discussion.................................................................. 96
Overview..........................................................................................................96
Implications of the Study............................................................................. 101
Recommendations for Further Research..................................................... 103
Summary........................................................................................................ 104
REFERENCES.......................................................................................................... 106
APPENDIXES
Appendix A Community College Student Survey Cover Letter......................113
Appendix B Community College Student Survey..............................................115
Appendix C Prepared Participant Responses to Open-Ended
Survey Question.............................................................................. 119
Appendix D Underprepared Participant Responses to Open-Ended
Survey Question............................................................................... 127
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List of Tables
1 Gender and Preparedness.....................................................................60
2 Ethnicity and Preparedness................................................................. 61
3 Ethnic Minority and Preparedness......................................................62
4 Education Status and Preparedness.....................................................63
5 Preparedness and Educational G oals................................................. 64
6 Preparedness and Transfer...................................................................65
7 Preparedness and Financial A ids........................................................66
8 Preparedness and EOPS.......................................................................66
9 Preparedness and SSS.......................................................................... 67
10 Preparedness and Book Service..........................................................68
11 Preparedness and Orientation.............................................................68
12 t Test for Independent Samples Preparedness
and Support Services U se...................................................................69
13 Group Means Preparedness and Importance
of Support Services............................................................................. 70
14 t Tests for Independent Samples Preparedness
and Importance of Support Services................................................. 72
15 Preparedness and Persistence.............................................................. 73
16 Counseling and Persistence of Prepared Freshmen......................... 74
17 Counseling and Persistence of Underprepared Freshmen.............. 75
18 Orientation and Persistence of Prepared Freshmen.........................75
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vi
19 Orientation and Persistence of Underprepared Freshmen..............76
20 Financial Aids and Persistence o f Prepared Freshmen.................... 77
21 Financial Aids and Persistence of Underprepared Freshmen 77
22 EOPS and Persistence of Prepared Freshmen................................... 78
23 EOPS and Persistence Underprepared Freshmen............................ 79
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ABSTRACT
This research produced findings that may be valuable to community
college policy makers who are concerned with the persistence and retention rates
of their first year freshmen students. A quasi-experimental correlational research
design was applied incorporating non-parametric analysis and descriptive
statistics to assess the influence of specific student support services upon term-to-
term persistence of degree-seeking community college freshmen. This study
sought to explore correlations between participation in counseling/advisement,
mentoring, tutoring, Extended Opportunity Programs and Services (EOPS),
Student Support Services (SSS), financial aids, and book service awards, and
student term-to-term persistence. The study further examined the role of
preparedness for college-level work. The subjects were first time, full-time,
degree-seeking freshmen enrolled in the fall 1999 and spring 2000 semesters in a
rural community college in Northern California. Descriptive and relational
statisitics were utilized to analyze the data. Mailed questionnaires were
completed by persisting freshmen after registration for the spring 2000 semester.
The instrument was designed to test research questions concerning participants’
utilization of student support services and their perceptions of the value of
specific student services. Information relative to participants' college
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viii
preparedness, financial aids, and re-enrollment was obtained through the
college Office of Academic Records for fall 1999 and spring 2000.
Additional data were obtained for the population of all first-time degree
seeking freshmen students enrolled in the fall 1999 semester. Data relative to
participation in student services for all persisting and non-persisting freshmen
were analyzed. Relationships between preparedness, participation in student
services, and persistence were evaluated and discussed.
Findings from this study support theories of academic retention, which
emphasize that frequency of formal or informal student-faculty contacts affects
students' academic persistence. The study found that there were significant
differences in persistence between prepared and underprepared students. There
was a significant lack of difference between prepared and underprepared student
utilization of support based services. The results of the study provided
implications for student services programs at the institution in the study and
recommendations for further retention research.
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1
CHAPTER 1
INTRODUCTION AND BACKGROUND
For the population of full-time freshman students from the Shasta-Tehama-
Trinity Community College District enrolled during the fall 1999 semester, this
investigation was concerned with institutional factors affecting student persistence.
Specifically, the study explored the relationship between academic preparedness,
participation in support-based student services, and term-to-term persistence. The
study investigated individual characteristics of underprepared, first-time degree-
seeking community college freshmen and the effects of multiple institutional
strategies designed to promote their academic success. In addition, differences
between academically prepared and underprepared students were examined.
Statement of the Problem
Student persistence and retention are significant concerns for postsecondary
education. The failure of students to continue their programs results in financial
and personnel loss to the institution, and consequently impacts institutional
measures of efficiency. Student attrition directly affects funding as well as
facilities planning and curriculum (Tinto, 1975).
Large numbers of part-time or academically underprepared students
increase the average cost per student. Institutions have expanded course offerings
to include remedial or developmental courses for high risk, educationally
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disadvantaged, and underprepared students. High rates of non-completion among
others in the general student body magnify the problem as declining enrollments
affect building usage and capacity. Many community colleges are responding to
issues of enrollment, rising costs, and budget cuts with various forms of
information services, admissions, counseling, orientation programs, and other
support-based services to promote student retention.
Effective student services programs are a vital component in community
colleges. Student services are imbedded in the purpose and mission of the
institution, and are represented in myriad forms to meet the needs of the
educationally and socioeconomically disadvantaged students they are designed to
serve. However, little research documents whether such programs contribute to
the institution’s goals of improving retention and completion rates, and, therefore,
additional research in the area of freshman persistence at the community college is
needed.
This study examined the population of first-time, degree-seeking
underprepared freshmen students at a community college to investigate whether
there is a relationship between their participation in support-based services and
second term persistence. Comparisons with similar, prepared freshmen students are
made to explore the differences between them.
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Background of the Problem
The California Community College “open-door” policy allows for anyone
to enroll who is a high school graduate, has passed the GED, is over the age of 18,
or by concurrent enrollment agreement, students who are in high school. Two-year
institutions constitute about 28 percent of all U.S. colleges and universities and
enroll about 37 percent of all students (Pascarella & Terenzini, 1998). Minimal
prerequisites and low tuition attract many students who are inadequately prepared
to complete college level work.
Community college students typically come from families with lower
incomes, have parents who did not attend school beyond high school, and are non
white (Henricksen, 1996). Further, these students often did not do well in high
school and have fewer degree attainment goals (Dougherty, 1994). Standards
developed by four-year institutions to screen out individuals not meeting minimal
requirements are not employed at the public two-year institutions. Without
admissions criteria or restrictions, community colleges adapt their programs and
services to accommodate the educational level of the population they are mandated
to serve. Four-year colleges and universities advise underprepared students to take
remedial courses to compete with prepared peers.
Community colleges are faced with a different set of challenges due to the
open-door policy of admission, but offer a variety of student services available to
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assist student adjustment to college and ultimately promote student success. Many
students in four-year institutions, primarily the poor and minority students, do not
obtain their baccalaureate degrees because they come to college academically
unprepared (Kulik, Kulik, & Schwalb, 1983). At the community college,
underprepared students are also inclined to drop out before completing their
programs (Cohen & Brawer, 1996), and multiple intervention strategies are being
employed at that level.
In addition to remedial/developmental coursework, programs and services
are available to assist students from economically, educationally, or socially
disadvantaged backgrounds to catch up with their peers. Although generally
considered to have positive impact upon the academic success of students they
serve, there is little research to measure the specific elements of support-based
services and their influence on student persistence and retention.
With the current legislative interest in post-secondary remedial education,
and efforts by the University of California and California State University systems
to reduce remedial coursework at their campuses (California State University
Chancellor’s Office, 1999), the task of remediating a growing population of
underprepared students at all levels continues to impact the California Community
Colleges. Legislative and community pressure to increase institutional
effectiveness will require measurement of the impact of institutional programs and
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justify expenditures. Regardless of the cause, academic underpreparedness and
attrition are costly to the institution, the individual, and to society.
This study examined the population of first-time; degree seeking
underprepared freshmen students at a community college to determine whether
there is a relationship between their participation in support based student services
and second term persistence. Comparisons with similar, prepared freshmen
students are made to explore the differences between them.
Purpose of the Study
This study examined the population of first-time, degree-seeking
underprepared freshmen students at a community college to determine whether
there is a relationship between their participation in support-based services and
second term persistence. Comparisons with similar prepared freshmen students are
made to explore the differences between them. This study also describes and
investigates the individual characteristics of prepared and underprepared students
associated with demographics. Persistence was operationalized as successful
completion (with a grade of D, CR or better) of 12 or more units in the fall 1999
semester and subsequent registration in 12 or more units for the spring 2000
semester.
The seven aspects of the independent variable in this study (counseling,
tutoring, mentoring, financial aids, book service, EOPS, and SSS) are linked to the
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constructs of academic and social integration which include indicators of
interaction between students and their environment (peers, faculty and counselors)
in both classroom and non-classroom activities.
Significance of the Study
The problem of student retention and attrition is important because, from
an institutional point of view, it results in increased costs associated with
institutional operations and finance. Students who drop out are adversely affected
economically and personally. It is important then to learn if student participation
in student support interventions is beneficial. If so, such participation should be
encouraged at admission— attrition in higher education is most likely to occur at the
end of the freshman year (Terenzini & Pascarella, 1977).
Postsecondary persistence and retention research deserves the attention of
higher education policy makers because conclusions reached may justify
institutional decisions and policies related to enrollment that may, in turn, impact
institutional effectiveness. High attrition rates directly affect admissions, financial
aid, and academic counseling, as well as staffing and facilities planning. Higher
numbers of students may be retained if institutions provide programs or academic
integration systems that are carefully constructed or planned (Terenzini &
Pascarella, 1977). Interventions are most effective if students can be properly
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identified and directed toward programs of study to meet their needs, and to
prepare them for rigorous college work (Kulik, Kulik, & Shwalb, 1983).
The community college “open door policy” offers educational opportunity
not only to a greater number of students, but also to students from more diverse
backgrounds than had traditionally entered four-year residential institutions (Cohen
& Brawer, 1996). Disadvantaged students at Shasta College face many academic
challenges and other problems that prevent them from graduating or transferring to
a four-year institution. Many have demonstrated inadequate high school
preparation as shown by college placement scores, and are assigned remedial
courses in English, reading, and mathematics. Basic skills education is provided to
approximately 60% of students annually (Brookshaw, 1996).
Over the years the diversification of students in higher education has
increased as a result of changing demographics and a variety of other social and
economic influences. The changing elements of today’s student body include age,
gender, ethnic and racial backgrounds, and increasing numbers of disabled and part
time students. The rate of enrollment and retention of certain specific populations
is emerging as a problem for many institutions. The successful involvement of
diverse populations has significant implications for education and for the nation.
Within the theoretical framework of academic and social integration (Pascarella &
Terenzini, 1979,1980, 1983; Tinto 1975, 1987, 1993), the academic persistence of
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underprepared community college freshmen may be affected by several factors that
are the independent variables in this study.
The significance of this study is a contribution to the current knowledge of
factors contributing to the academic persistence of underprepared community
college students. Specifically, this study will be of local importance to Shasta
College for use in evaluation of its student support services programs, and
development of future policies and programs to promote the retention and
persistence of underprepared students.
Delimitations
This investigation was limited to first-time, degree-seeking freshmen
enrolled at a rural, public community college during the fall of 1999 and spring of
2000. No attempts were made to differentiate the findings on the basis of students’
socioeconomic status. No effort was made to differentiate the findings on the basis
of students’ course completion, certificate completion or degree completion.
Three methods were used to collect research data: (a) student records obtained
from the Office of Admissions and Records at the institution in the study, (b) a
mailed questionnaire, and (c) interviews with student services program
administrators and faculty.
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Limitations
Implications for practice and conclusions drawn from this study are limited
to local interest to the institution in the study. The participants of the study were
enrolled in a single institution. The sample was limited to those students identified
as first time, degree-seeking freshmen, enrolled in the fall semester 1999 and
registered for the spring 2000 semester, who responded to a customized
questionnaire. Random selection was not possible, and all students did not
complete a survey. Generalization of the results of this study is limited to the
interest of administration, faculty and students of the institution in the study.
Computerized data collection techniques provided additional descriptive
statistics for the population in the study. A similar study conducted simultaneously
at several community colleges would improve the generalization of the findings of
the study. Use of a quasi-experimental, correlational design eliminates inferences
of causality.
Research Questions
Within the context of the investigation of institutional factors affecting
freshman student persistence, this study sought to answer the following questions:
1. Is there a relationship between academic preparedness
and participation in support-based services by degree-seeking freshman students?
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2. Is there a relationship between academic preparedness and
term-to-term persistence of degree-seeking students?
3. Is there a relationship between student participation in support-based
services (institutional factors) and term-to-term persistence of degree-seeking
freshman students?
Definition of Terms
Academic Success: Completion of academic requirements (with a grade of D, CR
or P or better), completion of certificate or degree program.
Academically Underprepared Student: Students who score below the
institutionally-defined college level placement on either the math or reading
section of the COMPASS (American College Testing Service) assessment given to
all non-exempt, full time, degree-seeking students at registration.
Articulation: The synchronized process of student transfer to four-year institutions.
Attrition: The decrease in college enrollment due to students who drop out, stop
out, or fail to return for subsequent enrollment.
Basic Skills: Reading, writing, and math skills acquired in K-12 education.
Book Service: Book service is a grant which allows students to purchase books,
equipment, parking permits and other needed school supplies that are related to
their classes.
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II
COMPASS: Basic skills assessment developed by A.C.T. (American College
Testing Service) required by the institution in the study for all new non-exempt
full-time students.
Chancellor’s Office: The Chancellor’s Office is the executive branch o f the
California Community College system that provides governance and
administration for the one hundred and seven colleges in the state.
Community College: Community colleges comprise the state-wide system of two-
year public institutions that are accredited to provide educational programs which
lead to the Associate of Arts and/or Associate of Science degrees and a variety of
vocational certificates. Community colleges also provide general educational
classes that will transfer to a four-year state college or university. There are one
hundred and seven Community Colleges located throughout California.
Counseling/Advisement: Counseling refers to specific selection of courses and the
advisement of general academic requirements by a college counselor. Counselors
also provide personal and vocational counseling, and referral services to students
on an individual basis and in small group settings.
Developmental, remedial or compensatory education: Basic skills education in the
subjects of reading, writing and math to overcome academic deficiencies.
Economically Disadvantaged: Economically disadvantaged refers to students who
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fall within the guideline criteria of “low income” established by the California
Board of Governor’s Grant Program (BOGG).
Educationally Disadvantaged: Educationally disadvantaged refers to students who
are educationally at risk of not completing their programs due to personal,
academic, or socioeconomic factors, who may not have completed a high school
education, and/or who are in need of remedial course work.
EOPS: EOPS is Extended Opportunity Program and Services, a state categorically
funded program that provides access and educational equity for community college
students who, because of educational and socioeconomic backgrounds, are
traditionally underrepresented in postsecondary education.
Financial Aids, Financial Assistance: Financial aids provide students a means by
which to secure financial assistance to attend college. Financial aid is provided
through grants, scholarships, loans, work-study and through participation in
categorical programs (EOPS, DSPS, SSS). Students can also generate their own
financial support through part-time and full-time employment opportunities
coordinated through the college employment office.
High Risk. At-Risk: Used interchangeably in this study to refer to the academically
underprepared, educationally disadvantaged student who is at risk of not
completing educational goals.
Matriculation: The process of orientation, counseling, course completion,
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term-to-term persistence, and educational objective achievement in the California
Community College system.
Mentoring: Mentoring is a one-on-one student-faculty or student-peer relationship
facilitated by the Student Support Services program to link disadvantaged students
with successful role models.
Persistence: Persistence refers to the number of semesters of continuous
enrollment a student accumulates toward completion of an educational program
and/or degree. In the context of this study, persistence refers to the student
generated effort toward retention, and will be operationalized as the completion of
a semester of full time coursework (at least 12 units) with a grade of D, CR, or P or
better, and registration for the subsequent semester.
Retention: Retention refers to the number of consecutive semesters of enrollment a
student accumulates toward completion of a certificate, degree, and/or transfer
objective. In this study, retention refers to institutional programs and strategies
intended to facilitate the process of students’ term to term persistence.
SSS: Shasta College Student Support Services is a federal, categorically funded
program that provides services to eligible students to increase retention, graduation
and transfer rates, and foster an institutional climate supportive of the success of
low-income students, first-generation students and students with disabilities who
are enrolled at the college.
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Tutoring: Tutoring is the one-on-one or small group academic assistance available
to students experiencing difficulty in a particular academic subject.
Organization of the Remainder of the Study
The following chapters address topics that are fundamental to this research:
The Problem:
Chapter 1, “Introduction and Background,” presented the background for
the problem, and reviewed the issues of postsecondary academic preparedness and
the role of institutional factors at the community college in student persistence.
Review of the Literature:
Chapter 2. “Review of the Literature,” provides a comprehensive review of
the literature as well as a description of the historical and theoretical framework
upon which this investigation is based.
Methodology and Procedures:
Chapter 3, “Methodology and Procedures,” provides information about the
characteristics of the research setting and sample, the procedures that were
followed in the collection of data, the variables of interest and their measures, the
statistical analyses used in the analysis of the data, and the limitations of this study.
Results of the Study:
Chapter 4 provides the statistical results and an overview of the significant
findings.
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Summary and Discussion:
Chapter 5, “Summary and Discussion,” presents an overview of the study, a
consideration of the findings in light of the existing literature, implications of the
study, and recommendations for further research.
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CHAPTER 2
REVIEW OF THE LITERATURE
Introduction
This study examined institutional factors affecting term-to-term persistence
of academically prepared and underprepared community college freshmen. A
review of relevant literature is presented in this chapter. The chapter is divided
into four sections to provide a conceptual and historical framework for the study:
(a) theories of college retention and attrition, (b) postsecondary academic
preparedness, (c) student support services, and (d) historical background of the
California Community College.
Institutional factors examined in this study were support-based services:
Counseling, tutoring, mentoring, financial aids, book service awards, EOPS and
SSS. Participation in student services was examined for a sample population of
community college freshman students who successfully completed one semester of
full time enrollment and re-enrolled for a subsequent semester.
Theories of College Retention and Attrition
Studying and measuring student persistence and institutional efforts to
increase retention are critical in the first year as the dropout rate is at its highest
(Cabrera, Casteneda, Nora, & Hengstler, 1992; Cabrera, Nora & Castaneda, 1993).
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Persistence, retention and attrition are the terms used to refer to the beginning of a
program of study by a student and the subsequent completion or non-completion of
the program. It is observed both from the student’s perspective as well as from
that of the institution. Both viewpoints relate to student success, tenacity and
eventual completion of a program. Persistence, retention and attrition have been
identified as critical issues at all levels of higher education, and numerous
strategies have been designed and implemented to interrupt the departure of
students who leave an institution before completing their programs of study.
Persistence research in the last three decades has focused primarily on four-year
residential institutions.
Much is known about major causes of student withdrawal from
postsecondary education: Finances, poor adjustment to college, uncertainty about
goals, academic failure, lack of social integration, and external commitments are
among the factors researched (Tinto, 1987; Bean, 1980; Pascarella & Terenzini,
1991). Variables indicating college readiness, such as high school rank and pre
college scores on standardized tests of academic ability, Like the SAT or ACT, are
correlated with academic success (Astin, 1993). Students who commute or attend
college part-time are less likely to be successful because of less integration into the
institution, and reduced student-to-faculty contact (Cohen & Brawer, 1996).
The first comprehensive model of the dropout process developed by Spady,
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who believed that when an individual breaks ties with a social system it is closely
linked to an earlier failure to integrate into the life of that environment (1970).
This sociological model of the dropout process links a student's departure from an
educational institution to a prior failure of the student to become academically and
socially integrated within the institutional environment.
Spady’s model suggests that shared group values, grade performance,
normative congruence, and friendship support were expected to lead to increased
social integration. The increase in social integration resulted in increased
satisfaction with the school environment, which then increased institutional
commitment on the part of the student. This commitment reduced the likelihood
of the student dropping out. Factors that affect student’s decisions to leave include
family and background characteristics, academic potential, support of friends, and
social interactions (Spady, 1970).
Other researchers studying student retention and attrition identify a variety
of causes of student failure to complete (Astin, 1975; Noel, 1978, Pascarella and
Terenzini, 1980; Pascarella and Chapman, 1983; Tinto, 1975, 1993). As a way of
explaining the process that leads to dropout behavior, Tinto (1975) incorporates a
number of individual characteristics and dispositions relevant to educational
persistence. These include such characteristics as socioeconomic status, high
school experiences, community of residence gender, race and ethnicity, as well as
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19
expectation and motivational characteristics such as career hopes and
encouragement for academic achievement.
Tinto’s (1975) model of student persistence closely paralleled the work of
Spady (1970). Tinto expanded and built upon the earlier research to develop a
longitudinal model that explains the degree of fit between the student and the
college environment. This model, which considers individual student traits such as
family background, individual attributes, and pre-college schooling, also addresses
the relationship between student’s level of social and academic integration and
academic persistence. Spady (1970) initiated the discussions on the value of the
student being involved with life at and within an institution and diagrammed the
longitudinal nature of retention. Tinto concluded that students’ informal contact
with faculty outside the classroom directly influences the decision to persist 1975).
Tinto’s (1975, 1986) model of student persistence seeks to explain
retention as a longitudinal process of interactions between the student and the
college environment. Tinto’s model states that pre-college factors or background
characteristics (demographic, attributional and attitudinal) directly influence initial
goal and institutional commitments of students. The institutional environment is
considered to consist of two parts: an academic system and a social system. Initial
goal and institutional commitments subsequently affect the degree of academic and
social integration into the college environment. Academic integration is a measure
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20
of students’ intellectual development in formal classroom and study situations.
Social integration measures the degree to which students interact with peers and
faculty on an informal basis. The degree of student integration, both academically
and socially determines final goal and institutional commitments. Final
commitments to attaining an educational goal and to the institution attended have
an impact on retention decisions.
An immense body of literature followed Tinto’s work to test the various
components of his theory. Later models of persistence were influenced by Tinto’s
(1975) work, which presented a theoretical model that attempted to explain, not
simply describe the processes that brought individuals to the decision to leave the
institution. This theory sought to explain the longitudinal process of interactions
that led differing persons to varying forms of persistence and/or dropout behavior.
His model represented the beginning of emergent models that sought to further
explain student attrition or persistence.
Tinto’s (1986) reconceptualization of his theory of student attrition
emphasized the changing nature of integration. Tinto suggested that colleges and
universities are like other human communities, with their own cultures, that reflect
the characteristics and behaviors of the members of the community in which the
individual resides. Tinto states that departure from college serves as a ’’barometer
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21
of the social and intellectual health of institutional life as much as of the
experiences of students in the institution” (1993, p.5).
Tinto’s model was tested on students at four-year universities, but was not
specified for two-year colleges. The model was not applied to institutions with
open enrollment policies, nor was it tested on minority, diverse, or non-traditional
populations. Although a most of the literature in the last twenty-five years has
supported Tinto’s model, a number of alternative models have evolved. These
include Bean’s (1980, 1983) causal model of student attrition, Hatcher’s (1992)
investment model, models based upon finances and persistence, Eaton and Bean’s
(1995) approach/avoidance model, and combined theoretical models.
Studies testing the validity of Tinto’s (1975, 1986) model of student
attrition have confirmed some aspects of the model and suggested some
modifications. Later research (Attinasi, 1989; Nora, 1987; Nora, Attinasi &
Matonak, 1990; Tinto, 1986; Voorhees, 1985) indicated the need for other
constructs to be added to the model, most notably, encouragement by significant
others, getting ready, physical integration, and financial need. A number of
scholars, including Attinasi (1994), Braxton, Shaw-Sullivan, and Johnson (1996),
and Tinto (1993) himself, have pointed out the limitations, deficiencies, and
internal inconsistencies of the theory.
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22
Alternatives to Tinto’s work include Bean’s (1980, 1983) causal model of
student attrition. Bean’s research supported Tinto’s claim that institutional
commitment is an important variable in explaining attrition. Bean approached
retention from the worker attrition perspective in an organizational setting. He
related retention to job satisfaction and worker loyalty to the employer. Bean
concluded that the level of satisfaction with the institution was expected to
increase the level of institutional commitment (1983). Bean’s findings on
institutional commitment were corroborated in other studies (Pascarella, Duby &
Iverson, 1983; Pascarella & Terenzini, 1980) as were his findings regarding the
influence on institutional satisfaction (Bean & Metzner, 1985; Pascarella &
Terenzini, 1980).
According to Lang and Ford (1992), student level of academic integration
is demonstrated by frequency of freshman-year non-classroom contacts with
faculty, ability to discuss intellectual or course-related matters, and the ability to
get information and advice about academic programs. Social integration is viewed
as the extent to which a student perceives that he/she is making a positive
adjustment to the social life of the educational institution. This would support
Spady’s view that that if students are not fully integrated into both the academic
and social systems of an institution, or if they are not satisfied with either system,
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23
the likelihood of persistence is diminished. Enhanced social integration contributes
to institutional commitment by the student (Spady, 1970).
The influence of preparatory or “getting ready” behavior on persistence
decisions was originally suggested by Attinasi (1989). Getting ready behavior
encompasses mental preparedness, as in the expectation of attending college. It
also encompasses various types of anticipatory activities such as visiting the
campus, attending student orientations, and meeting faculty prior to attending
class. As with encouragement, this type of behavior can be seen as the initial stags
of separation from the old society.
Another factor affecting the influence of the institution’s physical attributes
on withdrawal decisions was also suggested by Attinasi (1989). This variable was
intended to measure students’ comfort and familiarity with their physical
surroundings. Attinasi found that students acquire knowledge about their campus
through contacts with older students and peers.
Terenzini and Pascarella (1980) reviewed the construct validity of Tinto’s
models on different student populations and demonstrated strong support for the
model. In their study concerning prediction of freshman persistence and voluntary
dropout decisions tested the predictive validity of Tinto’s concepts of academic
and social integration. Their study sought to determine if measures of academic
integration based on Tinto’s model would significandy discriminate between
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24
freshman year persisters and voluntary dropouts. Conclusions reached were
consistent with Tinto’s model, specifically the strong contributions of student-
faculty relationships, as measured by interactions with faculty and the faculty
concern for student development. The degree and type of academic integration is a
strong variable in the dropout decision (Pascarella and Terenzini, 1980).
Other researchers (Attinasi, 1986; Nora, 1987; Voorhees, 1987) indicated
that Tinto’s model of attrition required additional modifications to include both
exogenous factors (family background, encouragement, getting ready and
academic performance) and endogenous factors (financial aid, physical integration,
initial commitment, academic integration and social integration) on student
retention.
Although the majority of research has been devoted primarily to studying
parts of Tinto’s model, Pascarella and Terenzini (1983) comprehensively tested
and validated the model’s interactions between social and academic integration,
and between institutional and goal commitment. Other studies (Cabrera,
Castaneda & Hengstler, 1992; and Chapman & Pascarella, 1983) have tested and
demonstrated the validity of the theory.
Community College Retention Research
Factors related to student persistence and attrition at four year residential
institutions have been studied extensively in the past three decades (Spady, 1970;
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25
Terenzini & Pascarella, 1991; Tinto, 1975, 1987, 1993). However, by comparison,
limited research has been performed at two-year public community colleges to
identify possible factors associated with the departure of students (Metzner &
Bean, 1987; Nora, Attinasi & Matonak, 1990; Pascarella & Chapman, 1983;
Pascarella, Duby & Iverson, 1983; Voorhees, 1987). Pascarella and Terenzini
(1998) point to the limitations of their own studies, namely that they were focused
on traditional students attending four-year residential institutions, lacked diversity,
and neglected the impact of the significant population of postsecondary students
attending two-year institutions.
Pascarella and Chapman (1983) found that for two-year community
colleges, goal commitment had a stronger effect on persistence than institutional
commitment. Nora (1987) found a positive effect of initial goal and institutional
commitment on the academic integration of the Hispanic student population into
the community college, and concluded that initial commitments were the most
significant determining factor of student retention. Nora, Attinasi and Matonak
(1990) found initial commitments had positive effects on academic and social
integration of disadvantaged community college students. Cabrera, Nora, and
Castaneda (1993) found goal commitment a significant factor on intent to persist
and institutional commitment had the greatest effect. More recent studies have
focused specifically on student retention at public two-year community colleges,
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26
and the needs of diverse student populations (Nora, 1996; Nora, Attinasi &
Matonak, 1990; Nora & Rendon, 1989).
Support Based Services and Persistence
Models of student retention have been noted throughout the literature as
providing indirect support for the contribution of support-based services toward
improving students’ academic persistence in college. A large body of literature
indicates that informal student-faculty contacts are associated with higher levels of
student persistence in college (Jacobi, 1991). Many studies of undergraduate
student’s academic persistence have concluded that the central factors in the
student’s persistence at the institution are a students integration into, and
intersection with, the social and academic systems of the institution (Lang & Ford,
1992). Both academic and social integration are believed to be linked to non
classroom student-faculty interaction. Various models of the student retention and
attrition process exist which present the different factors presumed to influence
students’ decisions to drop out or stay in college. These models address the
interrelationships among the various factors and the relationships between these
factors, and students’ decisions to leave college (Pascarella & Terenzini, 1980).
There has been extensive research on the effects of student-to-student and
student-to-faculty contacts on voluntary withdrawal from college (Terenzini &
Pascarella, 1991; Tinto, 1975, 1987, 1993). Each of these studies demonstrates
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27
that the degree and quality of personal interaction with other members of the
college are critical factors in student persistence.
Tinto’s model of retention was tested in four studies conducted by
Pascarella and Terenzini (1977, 1979), and Terenzini and Pascarella (1977, 1978),
which produced consistent findings supporting the relationship between frequency
of student-faculty informal contacts and freshman-year persistence. The
researchers took measures to control for both student pre-enrollment characteristics
and other variables in the process of conducting these studies. Two additional
findings from these studies were that the quality of student-faculty informal
interactions may be as important in influencing students’ academic persistence as
the frequency of informal student-faculty contacts.
Pascarella and Terenzini (1980) concluded that the quality and frequency of
informal student-faulty interactions might have a positive influence on academic
persistence for students who were initially regarded as at-risk or withdrawal-prone
students. Pascarella wrote that greater faculty interaction across a range of informal
settings would lead to strengthened personal bonds (institutional commitment), and
voluntary withdrawal would be less likely (1980).
Counseling and Advisement
Research on positive outcomes of college and the diverse needs of students
comprising today’s student population suggests increased contact between faculty
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28
and students is linked to persistence in college. Involvement influences learning
and defines effective institutions as those having the capacity to involve students
(Astin, 1984). Encouragement by significant others represents the influence of
supportive attitudes toward college attendance by family, friends, teachers and
counselors. Frequent and meaningful contact with faculty members, especially
contact focused on academic or career-related issues seems to increase students’
involvement and motivation (Astin, 1984; Pascarella, 1980; Terenzini, Pascarella
and Lorang, 1982; Tinto, 1987, 1993). However, according to Bean and Metzner
(1985) the research evidence concerning the influence of advising and counseling
on student persistence is not conclusive, with some studies reporting statistical
significance and others attributing the effects to indirect relationships.
Mentoring
Both Spady’s (1970) and Tinto’s (1975) models of student attrition and
retention provide indirect rationale for mentoring relationships in postsecondary
education. Research findings, which indicate that frequent non-classroom student-
faculty interactions are directly related to students’ satisfaction with college and
increased academic persistence, provide additional support for mentoring as an
effective retention strategy (Lang & Ford, 1992). Although mentoring is currently
promoted as a strategy for enhancing various student outcomes, little empirical
evidence exists to confirm the effects of mentoring in undergraduate education.
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29
Several studies provide substantial evidence to support the association
between student-faculty informal, non-class contact and college persistence
(Spady, 1971; Terenzini & Pascarella, 1977). In a study on student-faculty
contacts, Spady (1971) combined a single index of student-faculty contact with
measures of peer relationships, and concluded that this index of relationships had
made a significant contribution to the explained variance in persistence rates for
both freshman men and women
Many postsecondary institutions are instituting formal mentoring programs
with the intent of achieving specific goals related to student outcomes. Formal
mentoring initiatives are directed at attaining increased academic persistence,
enhancing students’ individual development and facilitating the overall educational
experience of students. Theoretical rationale for mentoring initiatives is found in
models of academic persistence and retention, and developmental learning.
Tutoring
Tutoring is the one-on one or small group academic assistance that students
may receive if they experience difficulty in a particular academic subject.
According to Tinto (1993), a common element in effective programs for
academically at-risk students is the development of learning situations specifically
designed for their needs. These range from small-group tutorials to freshman
seminars, summer bridge programs, and learning communities.
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30
Underprepared students at the community college are advised to take
remedial coursework to improve basic skills and develop college level
competency. A component of successful academic integration for the
underprepared student includes individual or small group attention to support the
development of the required basic skills. In their study of community college
students, Nora, Attinasi, and Matonak found a relationship between academic
integration and persistence (1990).
Financial Aids
Economic circumstances and forces may play a significant role in the
educational attainment process. General financial aid allows recipients to persist
and graduate, possibly compensating for the negative effects of low socioeconomic
origins on educational attainment. Studies focusing primarily on the affects of
financial aid have supported the importance of aid to retention and achievement
(Nora, 1990; Stampen & Cabrera, 1986; Voorhees, 1985).
Tinto (1987) has noted that one limitation of his model has been the
inability to account for external forces such as finances, which would affect
student withdrawal decisions. Significantly less has documented the issues of
student persistence specific to two-year non-residential post secondary institutions.
The notion of incorporating a measure of student perceptions of financial need in
the study’s conceptual framework was suggested by several researchers
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31
(Cabrera, Nora & Castaneda, 1992; Cabrera, Stampen & Hansen, 1990; Nora,
1990; Voorhees, 1987) in examining the effect of financial aid types on retention.
Other research has included the effect of financial aid types on retention
and the role of finances on college attrition (Cabrera, Nora & Castaneda, 1992),
and incorporated the use of a causal model based upon the student integration
model (Tinto, 1975, 1987), the student attrition model (Bean, 1982, Bean &
Metzner, 1985; Metzner & Bean, 1987), the ability to pay model (Cabrera,
Stampen & Hansen, 1990, findings on community colleges (Pascarella &
Chapman, 1983; Pascarella, Duby & Iverson, 1983), and studies on financial aid
(Voorhees, 1985; Nora, 1990). This body of research explored the relationships of
finances on college student attrition within the context of parental influence, pre
college academic achievement, academic and social integration, student goals and
institutional commitments, and motivation.
Book Service
Book service is a grant, which allows students to purchase books,
equipment, perking permits and other needed school supplies that are related to
their classes. As a supplement to tuition based financial aid, book service awards
contribute to the overall benefit of financial assistance provided for disadvantaged
students to attend and remain in college, and as such its influence on retention is
supported in the literature.
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32
Postsecondary Academic Preparedness
Factors that affect the persistence of underprepared college students can be
found not only in the academic persistence/retention literature but also the
literature on financial aid, educationally disadvantaged students, and
developmental learning. Student attrition is a significant problem for
postsecondary institutions because an increasing number of students fit the
demographic and socioeconomic profile of “high risk” students: those of low
socioeconomic status, ethnic minorities, the academically disadvantaged, and the
disabled (Jones & Watson, 1990). When these students reach the post
secondary level they are likely to be academically unprepared to manage college
level coursework and a high percentage will be required to enroll in remedial or
developmental courses. Because they are also inclined to drop out before
completing their programs, many intervention strategies are being employed at the
community college level (Cohen & Brawer, 1996). The approaches with evidence
of the greatest impact include orientation programs, mentoring, tutoring,
counseling, and multiple strategy approaches to promote supportive relationships
to raise retention rates and lower attrition.
One consistent finding in the research is that students leave college because
they feel they do not fit in (Cohen & Brawer, 1996). Persistence in college
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33
requires students to adjust both socially and intellectually to the world of college.
Because of academic difficulties, social isolation, or lack of experience, “fitting in”
poses challenges for all students. Experiences that promote a student’s social and
intellectual interaction into the communities and activities of the college are likely
to strengthen their commitment and therefore reinforce persistence. To the degree
that ethnically diverse students represent a distinct minority on campus, they also
face problems in seeking to become incorporated into the life of the college
community (Attinasi, 1989).
Most of the research devoted to assessing college remedial programs
concentrates on students who are classified “at risk,” that is, students who are
believed to be at a disadvantage because they come from poor, urban, low income,
or diverse ethnic backgrounds where English is a second language. The magnitude
of remedial education on college campuses nationwide remains great. Many
higher education institutions offer some form of remedial coursework, whereas
nearly all of community colleges and institutions with high minority enrollments
offer such courses. According to the U.S. Department of Education, in the last 5
years, 39% of the institutions reported an increase in the number of remedial
courses offered (1996). About 29% of first-time freshmen enrolled in at least one
remedial course with an approximately 75% pass rate (U.S. Department of
Education, 1996).
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34
In examining the characteristics of successful underprepared students there
is general agreement that it is impossible to predict which underprepared or high-
risk students will succeed in college. According to Maxwell, students who
demonstrate the potential to succeed seem to be distinguished by a general
adaptive factor that involves goal aspiration, goal orientation, goal involvement,
willingness to study hard, ability to solve personal problems, and a feeling of
support from significant others such as parents (1979).
In contrast to the successful underprepared college students, those who fail
were characterized by Pitcher and Blauschild as follows: (1) lack of potential, (b)
inadequate conception of the work involved, (c) importance of other activities over
study, (d) interference from psychological problems, (e) failure to assume
responsibility for own learning, (f) inhibition of language functions, (g) lack of
understanding standards, (h) inappropriate field of study, (I) confusion over long
term goals, and (j) incompatibility with the selected college (1970).
Historical Background: California Community Colleges
The community college “open door policy” offers educational opportunity
not only to a greater number of students, but also to students from more diverse
backgrounds than had traditionally entered four-year residential institutions (Cohen
& Brawer, 1996). Two-year institutions constitute about 28 percent of all U.S.
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35
colleges and universities and enroll about 37 percent of all students (Pascarella &
Terenzini, 1998).
The community college open door admissions policy has provided an
opportunity for all students to attend a nearby, affordable postsecondary institution
for their first two years of college. As a result of this policy community colleges
have attracted students from all segments of the population that have not
previously attended traditional four-year institutions who attends college for a
variety of academic and occupational needs. Increased access to postsecondary
education attracts the non-traditional student, the academically underprepared,
vocational students, and high school dropouts. The level of disparity between the
prepared and underprepared students is exacerbated by the largest wave of
immigration in the nation’s history. In 1991 community colleges enrolled 47% of
the ethnic minority students (National Center for Education Statistics, 1993).
Minority students constituted 25% of all community college enrollments
nationwide (Cohen & Brawer, 1996).
Student progress was identified as one of the six missions of the 1994
Report of the Community College Roundtable. Additionally, three of the thirteen
“Core Indicators of Effectiveness” were goal attainment, term-to-term persistence,
and degree completion rates (Community College Roundtable, 1994). The
indicators underscored that retention was the concern of all in the institution. The
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36
term-to-term persistence rate for all California community college students
enrolling for credit decreased slightly in 1996-97 from 62.7 percent to 61.8 percent
(California Postsecondary Education Commission, 1998). Concern about
persistence and high attrition rates has increased in recent years (Cohen & Brawer,
1996). The impact not only affects the students who do not complete their
educational goals, but also the decreases institutional efficiency as resources
committed by the institution are lost.
From the historical perspective the study of retention did not begin to
receive much focus or concern until the early 1960’s when legislation was passed
which introduced the California Master Plan for Higher Education. Under this
law, higher education in California was divided into three systems: the University
of California (UC) system which grants bachelor’s, master’s and doctoral degrees;
the California State University (CSU) system which grants bachelor’s and master’s
degrees; and the California Community College (CCC) system which prepares
students through the sophomore year for transfer to the other two university
systems and grants associate degrees and certificates.
The California Master Plan for Higher Education defined the Community
Colleges as lower division and remedial preparation institutions who must not only
focus on the education of transfer students, but must also address the needs of
underprepared and non-traditional students. By providing appropriate course work
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37
and remedial services, the California Community Colleges were better equipped
and trained to recruit and retain greater numbers of students who otherwise would
not attend institutions of higher learning.
Economic and social issues of the m id-1970’s evolved into problems in the
California Community Colleges across the state. As high school enrollments
dropped, all public colleges in California, including the California Community
Colleges, faced a decrease in the number of students enrolled at all levels
(California Community College Chancellor’s Office, 1989). At the same time, the
percentage of college-bound high school graduates attending the University of
California and the California State University systems as freshmen rose from 15.4
percent to 18.4 percent.
As the Master Plan for Higher Education was being implemented in the
1960’s the population of students at community colleges was primarily young,
white high school graduates, enrolled full-time in programs leading to transfer,
degrees, and certificates. By the 1980’s, there were large increases in the numbers
of students who were educationally and economically disadvantaged (many from
ethnic minority groups) with a critical need for remedial programs and services
(California Postsecondary Education Commission, 1982)
The community college mission was expanded to include the population of
students with serious educational handicaps including the developmentally
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38
disabled, non-English-speaking refugees, unemployed workers, and others from a
disadvantaged socioeconomic level whose needs for postsecondary education
required a relatively high cost to the community. The changing student
constituencies increased the demand for community education, English as a second
language, vocational training as well as the traditional general education and
occupational courses.
The passage of Proposition 13 in 1978 changed the funding structure of the
community colleges, which decreased the type and number of courses that could be
offered. As a result, many community colleges began to expand their mission to
include more vocational and adult education courses. This expansion of programs
helped offset the declining enrollment of both regular and transfer students;
however, a review of the literature discloses a negative effect upon the attainment
of the bachelor’s degree. Entering a community college was more detrimental to
obtaining a bachelor’s degree for those students intending to transfer (Brenemen &
Nelson, 1981). This view was supported by a 1989 study conducted by the
California Community College Chancellor’s Office, which stated that for every
twelve community college students, six enrolled for occupational training, two for
basic skills, and four for transfer education. Of those four students intending to
transfer, three took courses necessary for transfer, two ultimately transferred, and
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39
on the average, only one student actually attained the bachelor’s degree (California
Community College Chancellor’s Office, 1989).
In 1986 the California State Legislature passed a new matriculation
program for the community colleges. Included in this new matriculation program
was funding for new students to receive assessment, orientation, and counseling
prior to enrollment in classes. One of the most significant measures impacting the
California Community colleges was passed in 1988, and reprioritized the
objectives and mission of the California Community Colleges. Part of the
legislative intent of AB 1725 was to improve the transfer function be removing any
barriers for community college students to transfer to the four year institutions.
Articulation agreements were established for general education requirements with
the California State University and University of California systems. Core
curriculum requirements for transfer were determined and, as a condition for award
of the associate degree, limited the amount of remedial coursework that would be
credited.
The California budget problems in the early 1990’s resulted in increases in
tuition at the University of California and California State University systems.
Enrollment of freshman and junior students was restricted, and increased emphasis
was placed on the community colleges to facilitate the transfer function (California
State University Chancellor’s Office, 1990). Community college transfer programs
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40
provide the traditional freshman and sophomore year. As many as 60% of all
students who obtain the bachelor’s degree from public universities began their
academic career at a community college (Cohen & Brawer, 1996). Community
college transfer programs have relieved the university from having to deal with the
growing numbers of students, while providing a vehicle to maintain selective
admissions requirements (Dougherty, 1994).
The following programs and services are available at most California
Community Colleges to serve educationally and/or socio-economically
disadvantaged students: Extended Opportunity Program and Services (EOPS),
Student Support Services (SSS), Disabled Student Program and Services (DSPS),
University Express, and Cooperative Agencies Resources for Education (CARE).
• Extended Opportunity Program and Services (EOPS) is funded by the State of
California and is a student support program for educationally and economically
disadvantaged students. EOPS is designed to provide opportunities in higher
education for students with academic potential who, historically, would not
have attended college.
• Student Support Services (SSS) is funded by the U.S. Department of Education
and is a student support program for low-income students, first-generation
students and students with disabilities. All participants in the program have
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41
demonstrated academic needs. Project activities include remedial instruction,
counseling, tutoring, mentoring, and computer training.
• Disabled Student Program and Services (DSPS) is funded by the state of
California and provides students with disabilities with full access to regular
college programs.
• Cooperative agencies Resources for Education (CARE) is a collaborative effort
by the California Community Colleges, the State Department of Social
Services, the Employment Development Department, county welfare
departments, and the Extended Opportunity Program and Services (EOPS) on
local college campuses. The program was designed to provide supplemental
support-based services to students who were not only single parents, but low-
income, educationally disadvantaged and dependent upon welfare assistance.
In the last decade, the number of freshmen students entering the California
State University system requiring remedial courses has been high— typically over
50 percent fail the entry level mathematics examination. As a result, the CSU is
currently operating under a Board of Trustee’s resolution adopted in 1997 to
reduce the enrollment of students requiring remediation in math and English to ten
percent by the year 2007 (California State University Chancellor’s Office, 1999).
This enrollment policy change will greatly impact the efforts of the California
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42
Community Colleges to remediate a growing population of underprepared students
at all levels.
The California Community Colleges are attempting to respond to myriad
pressures brought by the legislature, their students and the communities they serve.
Emerging issues and pressures are impacting the college, particularly a diverse
population of students with changing needs and expectations, new competitors,
technology, and the emphasis on performance and accountability (Alfred, R.,
Ewell, P., Hudgins, J. and McClenney. K, 1999). Among many challenges to
institutional effectiveness is the ability to retain and transfer academically prepared
students, while providing the scope of services to students who do not intend to
transfer and who are returning to college to address a variety of short-term personal
and career objectives, or to provide remediation for those underprepared students
to help them catch up to their peers.
Summary of the Literature
The significance of student retention in college to program or degree
completion has been the subject of the research for the last thirty years and impacts
not only postsecondaiy education, but the future of individuals and ultimately
society as a whole (Pascarella & Terenzini, 1991). Tinto’s (1975) model of student
persistence and departure was among the early explorations of the dropout process
in higher education. Of the various theoretical perspectives, very few, with the
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43
exception of Tinto’s (1975, 1987), have provided a systematic set of relationships
which could be tested using actual student data.
The theoretical model developed by Tinto is based in part on prior work by
Spady (1970, 1971). This work suggested that individual self-efficacy was more
likely if an individual successfully integrated into society and developed affiliation
with it. An individual was more likely to succeed with shared group values and
friendships (Spady, 1971).
The main thrust of retention research focused on the student rather than
institutional factors, and the preponderance of retention studies that followed were
based upon Tinto’s (1975, 1987) work and to some degree Bean’s (1980) model.
Both Bean and Tinto’s models focused on student characteristics alone rather than
student characteristics in conjunction with institutional factors.
Theoretical models on student persistence continue to evolve as researchers
seek to explain student retention by varying the factors studied (Cabrera & Nora,
1994; Cabrera, Casteneda, Nora & Hengstler, 1992; Cabrera, Nora & Castaneda,
1993; Eaton & Bean, 1995; Metzner & Bean, 1987; Nora, 1987, 1990; Nora,
Attinasi & Matonak, 1990; Nora & Rendon, 1990; Tinto, 1975, 1987). The
probability of risk and attrition exists for all college students, but for some groups
the probability of risk and attrition is particularly high. From the institutional point
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44
of view, the problem of student retention is important because high attrition results
in increased costs of operation. Students who drop out are adversely affected
personally and economically. The academically underprepared student continues
to be a topic of great concern for community colleges.
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CHAPTER 3
METHODOLOGY AND PROCEDURES
The purpose of this study was to examine institutional factors affecting
term-to-term persistence among first-time, degree-seeking freshmen at the
institution in the study. In addition, this research explored differences between
prepared and underprepared student participation in support-based services, and
differences between the two groups.
The study was designed to test research questions concerning the
participants’ use of support-based services and whether a relationship exists with
term-to-term persistence. The initial step in the process was a review of the related
literature. The review included literature pertaining to (1) theories of college
retention and attrition; (2) community college retention; (3) support-based services
and persistence; (4) postsecondary academic preparedness; and (5) historical
background of the California community colleges. A survey instrument was used
to further explore student utilization of services and perception of the importance
of support-based services.
This chapter presents information about (a) the characteristics of the
research setting and sample, (b) the procedures that were followed in the collection
of data, (c) variables and their measures, (d) statistical analyses, (e) delimitations,
and (f) limitations.
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46
Research Design
The facts and distinguishing traits of a sample of students from a public
two-year college in California were systematically described by the study. The
relationship between variables and research questions were investigated, and the
meaning and implications of certain findings were explored. Both descriptive and
correlational research methods were utilized in this investigation.
The research design is a correlational, quasi-experimental study. The
control elements of a true experimental design do not exist within the parameters
of this study as random selection and random assignment of the sample population
are not possible. The variables explored in the study were academic preparedness
and student participation in support-based services offered at the institution in the
study (counseling, tutoring, mentoring, financial aids, book service awards, EOPS
and SSS). The dependent variable in the study was academic persistence. Three
methods were employed to gather the necessary data: student records obtained
from the office of Admissions and Records at the institution, a mailed
questionnaire, and personal interviews with student services administrators and
faculty.
The research design includes the analysis of results from questionnaires
completed by the sample of freshmen students who responded to the mailed
survey. The format for the questionnaire included thirteen categorical (yes/no)
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47
questions, eleven Likert Scale-type ratings, and one open-ended question.
Responses were assigned numerical values for the purpose of utilizing SPSS 9.0
for Windows to perform statistical tests to investigate relationships between the
variables.
Setting
The setting for the study was a rural community college located in Northern
California. Shasta College is a two-year community college in Redding, California
with an open-door admission policy (any high school graduate or equivalent). In
1995-96, the College had an enrollment of approximately 11,500 students, with
6760 full time students (California Community College Chancellor’s Office,
1997). At least 81% of students are considered low income, first generation, or
disabled (Brookshaw, 1996). In 1995-96, 482 Associate of Arts degrees or
certificates were awarded to women, 246 to men (California Community Colleges
Chancellor’s Office, 1997).
The Shasta College service area has the lowest adult education level and
post-secondary education attendance rate in California with only 12% of the adult
population having obtained a baccalaureate degree and less than 8% of high school
graduates going on to a four year college— one third of the state average
(Brookshaw, 1996). The population is largely white (over 90%) and poorly
educated (Redding Area League of Women Voters, 1997).
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48
The school awards the Associate of Arts degree and several occupational
certificates. Admission is open to all students with a high school diploma or GED,
or to anyone over the age of 18. All non-exempt, degree-seeking students are
required to take the A.C.T. COMPASS assessment for math and English course
placement prior to registration. The COMPASS assessments include reading,
writing, and mathematics.
Participants in the Study
This study examined institutional factors affecting term-to-term persistence
among prepared and underprepared first-time, degree-seeking freshmen at the
institution in the study. In addition this research explored student utilization of
support-based services, and the differences between the two groups.
The studied cohort consisted of all first-time, degree-seeking freshmen who
entered the institution in the fall of 1999 and registered for the spring 2000
semester. All non-exempt degree-seeking students are required to take the A.C.T.
COMPASS assessment of basic skills prior to registration. COMPASS is a battery
of three tests which measure the student’s skills in reading, writing and
mathematics. Students scoring below the cutoff scores for college level
coursework in any one of the three basic skill areas was designated ‘‘academically
underprepared” for the purpose of this study.
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49
Additional information was obtained through a mailed survey, and data
were tabulated for the 209 respondents in the sample population. The participants
in the study were classified as either (a) academically prepared for college level
work or (b) academically underprepared for college level work. Students whose
scores on the COMPASS assessment fall below the institutional prerequisite score
for college level work are counseled by academic advisors at registration to enroll
in remedial or developmental coursework to improve basic skills. The COMPASS
assessment is one part of the institution’s multiple measures to determine
appropriate student course placement. Other measures which may be considered
for course placement include high school GPA, transcripts, and student interviews.
Instrumentation
Data Collection and Recording
Student demographic data (age, gender, ethnicity) were collected from
college registration records through the Office of Admissions and Records and
College Computing Services. In addition to demographic information, data
collection from student records included number of units completed, assessment
results, counseling/advisement contact, participation in orientation activities,
participation in EOPS, participation in tutoring services, and receipt of financial
aids.
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Questionnaire
The measuring instrument used in the study was a structured self-report
survey questionnaire, designed to gather information from community college
freshmen students in the following areas: Use of student support services,
perceived value of student support services, commitment to educational goals, and
demographic and background characteristics. The questionnaire was selected as a
method of data collection and measurement because it is the appropriate
instrument for a population that is too large for individual observation, and it is
often used for descriptive studies.
The questionnaire consisted of three sections. Information used to profile
the student respondents was obtained from Section I. Section II consisted of items
related to frequency of use of specific support-based services: (1) counseling, (2)
mentoring, (3) tutoring, (4) financial aids, (5) book service awards, (6) EOPS, (7)
SCSSS, and (8) orientation. Section III consisted of items related to student
perceptions of the value of these services and the importance of completing a
degree. One open-ended question asked participants to comment on their overall
experience at the college.
The questionnaire consisted of twenty-five questions (see appendix B
Student Questionnaire). Thirteen of the questions were categorical (yes/no),
eleven of the questions were a Likert-type scale, and one question was open-ended.
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51
Two identical groups of the questionnaire were mailed, distinguished only by the
color of paper used to differentiate between the two groups in the sample. One set
was mailed to all prepared first-time, full-time freshmen. The other set was mailed
to all underprepared first-time, full-time freshmen. The questionnaire was
anonymous.
Items from Section E L and Section III of the survey were intended to elicit
responses applicable to student use of support-based services, frequency of use,
and value of services. The following is a breakdown of questionnaire items:
Questions 1-3 were general demographic questions that related to the
individual background and characteristics of each student.
Questions 4-8 addressed the educational background and educational goals
of each student.
Questions 9 and 22 referred to the use of financial aids by each student and
the value of the services to the student.
Questions 10 and 20 referred to the use of Extended Opportunity Programs
and Services (EOPS) by each student.
Questions 11 and 21 referred to the use of Student Support Services
(SCSSS) by each student, and the importance of the services to the student.
Questions 12 and 23 referred to the use of book service awards by each
student, and the importance of the services to the student.
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52
Question 13 referred to participation in orientation activities.
Questions 14 and 17 referred to the frequency of use of counseling services
by each student, and the importance of the services to the student.
Questions 15 and 18 referred to the frequency of use of tutoring services by
each student, and the importance of the services to the student.
Questions 16 and 19 referred to the frequency of use of mentoring services
by each student, and the importance of the services to the student.
Question 24 referred to the importance of completing a college degree to
the student.
Question 25 was an open-ended question for students to comment on their
overall experience at the institution in the study.
Procedures
All degree seeking, first-time freshmen students enrolled full-time (12 units
or more) for the fall 1999 semester, and who registered for the subsequent spring
2000 semester, comprised the total population of the study. Student designation as
“prepared” or “underprepared,” was determined by failure to score above the
institution-defined cutoff for registration in college level coursework on the math,
reading or writing segment of the COMPASS assessment given at registration for
all non-exempt, full-time students.
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At the beginning of the spring semester, data were collected for those
students who successfully completed the fall semester and registered for the
subsequent semester. Demographic and enrollment information was collected from
student files maintained by the Office o f Admissions and Registrar, under the
supervision of the Director of Counseling and Student Services. An additional
request for data was made to the Office of Research for identification of the
population of all degree seeking freshmen enrolled in the fall semester 1999. Data
were retrieved for participation in support services for persisting and non
persisting students. Data were collected during the spring of 2000 following
posting of fall coursework and completion registration for the spring semester.
Following registration for the second semester students in the sample of
persisting freshmen were asked to complete a mailed questionnaire.
Questionnaires were coded to separate the two groups in the sample.
Program Administrator Interviews
Informal interviews were conducted by this researcher with program
administrators and counselors to further investigate the research questions of the
study. Topics explored included institutional retention efforts, patterns and
characteristics of underprepared students, and challenges facing the community
college with regard to the impact of academically underprepared students on
measures of program and institutional efficiency.
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Delimitations
This investigation is limited to first-time, full time freshmen at a public
community college located in a rural setting. Students participating in Disability
Programs and Services (DSPS) were not included in the studied cohort.
Limitations
Implications for practice and conclusions drawn from this study are limited
to local interest of the institution in the study. The sample of participants was
enrolled in a single institution. The sample was limited to those students identified
as first time, full-time freshmen, enrolled in the fall 1999 semester and registered
for the spring 2000 semester, who responded to a customized questionnaire.
Random selection was deliberately avoided, and all students did not complete a
survey. As with all self-reporting assessments, it is assumed that the students’
questionnaire responses were accurate. Computerized data collection techniques
provided additional descriptive statistics for the population in the study.
Generalization of the results of this study are limited to the interest of
administration, faculty and students of the institution in the study. Use of a quasi-
experimental, correlational research design eliminates implications of causality.
No attempt was made to measure factors of individual motivation or resiliency,
which may account for persistence and success in any endeavor.
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Data Processing and Analysis
The research questions in this study will be answered by completion of the
following: (a) statistical results to answer the question, “Is there a relationship
between academic preparedness and participation in support-based services by
degree-seeking freshman students?” (b) statistical results to answer the question,
“Is there a relationship between academic preparedness and term-to-term
persistence of degree-seeking freshman students?” and (c) statistical results to
answer the question, “Is there a relationship between student participation in
support-based services (institutional factors) and term-to-term persistence of
degree-seeking freshman students?”
The survey questionnaires were returned to the attention of the office of
Counseling and Student Services at the institution in the study. Following return
of the questionnaires, they were sorted and counted. Data were coded and entered
into an EXCEL database, and the results were transferred to SPSS 9.0 for
Windows for statistical treatment. Both descriptive and relational statistics were
used. A non-parametric measure of relationship, chi-square, was utilized to test for
significant differences between the groups. Independent samples t-tests were also
utilized. Data were manipulated using SPSS 9.0 for Windows to convert data
fields to the data format required for this study. Gender classifications of “M”
male and F ’ female were converted to “0” male and “ 1” female. Ethnic
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background was re-coded to “ 1” American Indian/Alaskan Native, “2” Asian, “3”
Pacific Islander, “4” Caucasian/White, “5” African American/Black, “6”
Hispanic/Latino, “7” Filipino, and “8” Other. Preparedness was coded “1”
prepared and “0” underprepared. Degree seeking intent was coded “ 1” transfer to
four-year college with the Associate of Arts (A.A.) Degree, “2” transfer to four-
year college without A.A. degree, “3” A. A. degree (occupational major), “4” A.A.
degree (general education major), “5” occupational certificate, and “6” other.
Student participation/non-participation in support services was coded as “ 1” yes,
and “0” no. Support services included counseling/advisement, tutoring, mentoring,
financial aids, book service awards, EOPS, and SSS.
For the population of all first-time degree seeking freshmen students
enrolled in the fall semester 1999, demographic and background information was
obtained from the Office of Admissions and Records at the institution in the study.
Variables of ethnicity, gender, age, educational status, and educational goals were
obtained from the institution’s student information system database, and are
represented numerically in this research. Additionally, records of student
participation in the support services variables in the study were obtained for all
persisting and non-persisting degree seeking freshmen. Variables included in the
database included counseling/advisement contact, orientation, financial aids,
EOPS, and tutoring. Participation in SSS, book service and mentoring are not
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tracked in the institution’s information system database, therefore, information for
the population of freshmen was not available for those variables. Statistical
treatments were applied to determine if a relationship exists between student
participation support services and persistence of first time freshmen students.
Summary
For a sample population of two hundred and nine first-time freshmen
students, participation in student support services (counseling, tutoring, mentoring,
financial aids, book service awards, EOPS, and SSS) was analyzed to determine at
what level of significance a relationship did or did not exist with the dependent
variable in the study, student persistence. Non-parametric statistical analysis was
applied and minimal statistical treatment was utilized in the study. Expected
frequency levels of significance (chi-square) and independent samples t-tests were
generated. Student questionnaires and interviews with program administrators and
counselors were evaluated, and provided a qualitative dimension to the study to
further explore correlational patterns influencing student persistence. The student
questionnaire instrument incorporated items that address the constructs contained
in the theoretical framework: social and academic integration, goal commitment,
and institutional commitment. A descriptive profile of the student population was
presented.
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CHAPTER 4
RESULTS OF THE STUDY
Introduction
This study sought to leam whether a relationship exists between certain
institutional factors (support-based services) and the term-to-term persistence of
academically underprepared, degree-seeking community college freshmen, as
compared to a similar group of academically prepared freshmen. This chapter
presents the statistical results and an overview of the findings of the study, which
answer the research questions. Utilizing data collected from a survey
questionnaire, the following sections will present a profile of the students’ self-
reported participation in support-based services and their perception of the
importance of these services, and the differences between these variables.
Additionally, descriptive and statistical measures will be utilized to present data
retrieved for the total population of persisting and non-persisting degree seeking
freshmen enrolled in the fall 1999 semester.
Student characteristics and demographic data also were explored to reveal
differences, if any, between prepared and underprepared freshmen in the sample.
The results of the analyses for each of these questions are presented in the
following sections. Descriptive statistics are presented first followed by the results
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59
of the statistical analyses. A summary of the findings by research question is also
presented at the conclusion of this chapter.
Description of Student Characteristics
The total population of first time, degree-seeking freshman students
consisted of 806 students who were admitted in the fall semester of 1999. Of those
students, 605 completed the semester and re-registered for the spring 2000
semester. The population was identified from data retrieved through the Office of
Admissions and Records of the institution in the study. The sample cohort of
persisting students included 209 (N= 209) students, 130 female (62.2%) and 79
male (37.8%) students identified from the college student information system
database who responded to a mailed questionnaire.
The descriptive analysis indicates there were considerably more White
students (77%) in the sample, with Asian (5.3%), Native American (5.3%),
Hispanic/Latino (4.8%), Filipino (1%), and African American (.5%) ethnic groups
represented in significantly lesser proportions. There were 4.8% of students whose
ethnicity was unknown or unspecified. The ethnicity classifications for this study
correspond to the college’s Admissions and Records database.
Academic Preparedness
Table 1 shows the crosstabulation for gender and preparedness. As shown
in the table, 50.6% of males and 48.5% of females were identified as “prepared”
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60
for college level work, as defined by cutoff scores on the COMPASS assessment.
The chi-square analysis demonstrated that this difference was not significant,
x2 = .026, p = .871.
Table 1
Crosstabulation
Gender and Preparedness
PREPAREDNESS
Underprepared PreparedTotal
GENDER Male Count 39 40 79
% within GENDER 49.4 % 50.6% 100%
Female Count 67 63 130
% within GENDER 51.5% 48.5% 100%
Total Count 106 103 209
% within GENDER 50.7% 49.3% 100%
x2 (1) = .026, p = .871
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A crosstabulation was performed for ethnicity and preparedness and the
results are presented in Table 2.
Table 2
Crosstabulation
Ethnicity and Preparedness
PREPAREDNESS
Underprepared PreparedTotal
ETHNICITY Amerlnd/AlasNatCount 7 4 11
% within ETH 63.6% 36.4% 100%
Asian Count 7 4 11
% within ETH 63.6% 36.4% 100%
Pacific Islander Count 1 2 3
% within ETH 33.3 % 66.7% 100%
White Count 84 77 161
% within ETH 52.2% 47.8% 100%
African AmericanCount 0 1 1
W o within ETH 0 100% 100%
Hispanic/Latino Count 2 8 10
W o within ETH 20% 80% 100%
Filipino Count 1 1 2
W o within ETH 50% 50% 100%
Other Count 4 6 10
W o within ETH 40% 60% 100%
Total Count 106 103 109
W o within ETH 50.7% 49.3% 100%
Recoding of ETHNICITY data in SPSS allowed further analysis of
prepared and underprepared groups identified as Ethnic Minority (ETHMIN = 1)
for traditionally underrepresented groups, and Ethnic Non-Minority (ETHMIN = 0)
for traditionally represented groups. The crosstabulation is presented in Table 3. A
chi-square analysis was generated. The difference was not significant,
x2 (1) = .368, p = .544.
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Table 3
Crosstabulation
Ethnic Minority and Preparedness
PREPAREDNESS
Underprepared PreparedTotal
ETHMIN 0 Count 84 77 161
% within ETHMIN 52.2% 47.8% 100%
1 Count 22 26 48
% within ETHMIN 45.8% 54.2% 100%
Total Count 106 103 209
% within ETHMIN 50.7% 49.3% 209
x2 (1) = .368, p = .544
Educational Background
Educational background was concerned with the level of high school
preparation received prior to postsecondary enrollment. Of the prepared students,
93.2% stated that they had completed a high school diploma, 1% completed a
GED, 2.9% passed the California High School Proficiency Examination, and 2.9%
stated “Other.” Of the underprepared students, 86.8% completed a high school
diploma, 5.7% completed a GED, 3.8% passed the California High School
Proficiency Examination, and 3.8% stated “Other.”
By collapsing the data across categories and recoding the data into two
categories as EDSTAT (1 = earned diploma, 0 = GED, CHS PE, Other), a
crosstablulation was performed for Education Status and Preparedness. This
difference was not significant, x2 (1) = 1.719, p = .190.
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Table 4
Cross tabulation
Education Status and Preparedness
PREPAREDNESS
Underprepared PreparedTotal
EDSTAT 0 Count 14 7 21
% within EDSTAT 66.7% 33.3% 100%
1 Count 92 96 188
% within EDSTAT 48.9% 51.1% 100%
Total Count 106 103 209
% within EDSTAT 50.7% 49.3% 100%
x2 ( l ) = 1.719, p = . 190
Educational Goals
The postsecondary educational goals reported by the prepared and
underprepared students were similar in most categories. Sixty-three percent of the
prepared students stated they intend to transfer to a four-year college with an
Associate of Arts (A.A.) degree. Twenty-one percent of the prepared students
intend to transfer to a four-year college without the A. A. degree. Twelve percent
of the prepared students plan to earn an A.A. degree, either in an occupational or
general education field. One percent of the prepared students plans to earn an
occupational certificate, and two percent selected “Other.”
Of the unprepared students, fifty-six percent intend to transfer to a four-
year institution with an A.A. degree, and twelve percent intend to transfer without
the A.A. Eighteen percent plan to earn an A.A. in an occupational field, and seven
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percent chose the A. A. with a general education major. Three percent of the
underprepared students plans to earn an occupational certificate, and six percent
selected “Other.” Table 3 presents a crosstabulation for Educational Goals and
Preparedness.
Table 5
Crosstabulation
Preparedness and Educational Goals
Trans
w/AA
EDUCATIONAL GOALS
Trans AA AA
w/oAA Occ GE
Cert Other Total
PREP Underprepared Count 59 13 18 7 3 6 106
% PREP55.7% 12.3% 17.0% 6.6% 2.8% 5.7% 100%
Prepared Count 65 22 7 6 I 2 103
% PREP 63.1% 21.4% 6.8% 5.8% 1.0% 1.9% 100%
Recoding of the educational goals variables allows for further analysis of
the relationship between educational goals and preparedness. TRANSFER “ 1” yes,
represents those students who stated an intent to transfer to a four-year institution.
TRANSFER “0” no, represents those students who indicated other educational
goals including AA, Certificate and Other categories. Results of this analysis are
presented in Table 6. A chi-square test was generated and indicated the difference
was significant, x2(l) = 6.971, p = .008. Proportionately more of the prepared
students intended to transfer.
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Table 6
Cross tabulation
Preparedness and Transfer
TRANSFER
No Yes Total
PREP Underprepared Count 34 72 106
% within PREP 32.1% 67.9% 100%
Prepared Count 16 87 103
% within PREP 15.5% 84.5% 100%
Total Count 50 159 209
% within TREP 23.9% 76.1% 100%
x- (1) = 6.971, p = .008
Preparedness and Participation in SunDort Services
To investigate the question of whether preparedness is related to program
use or participation, crosstabulations were produced for each of the support
services variables and chi-square tests were generated to analyze statistical
significance. Table 7 presents the results of the crosstabulation for preparedness
and financial aids. Financial aids services were provided for 44.3% of the
underprepared students and 42.1% of the prepared students in the study. The
difference was not significant, x2 (1) = .274, p = .601.
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Table 7
Crosstabulation
Preparedness and Financial Aids
No
FINANCIAL AIDS
Yes Total
PREP Underprepared Count 59 47 106
% within PREP 55.7% 44.3% 100%
Prepared Count 62 41 103
% within PREP 60.2% 42.1% 100%
Total Count 121 88 209
% within PREP 57/9% 42.1% 100%
x' (1) = .274, p = .601
Table 8 shows the results of the crosstabulation for preparedness and
EOPS. Participation in EOPS services was 67.9% for the underprepared students
in the study, and 84.5% for the prepared students. This difference was not
significant, x2 (1) = 2.416, p = .120
Table 8
Crosstabulation
Preparedness and EOPS
EOPS
No Yes Total
PREP Underprepared Count 34 72 106
% within PREP 32.1% 67.9% 100%
Prepared Count 16 87 103
% within PREP 15.5% 84.5% 100%
Total Count 50 159 209
% within PREP 23.9% 76.1% 100%
x2 (1) = 2.416, p = . 120
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Table 9 presents the results for the crosstabulation for preparedness and
Student Support Services (SSS). Participation in SSS was 7.5% for the
underprepared students, and 6.8% for the prepared students in the study. The
difference was not significant,
x2 (1) = 000, p = 1.000.
Table 9
Crosstabulation
Preparedness and SSS
SSS
No Yes Total
PREP Underprepared Count 98 8 106
% within PREP 78.3% 21.7% 100%
Prepared Count 90 13 103
% within PREP 87.4% 12.6% 100%
Total Count 173 36 209
% within PREP 82.8% 17.2% 100%
x' (1) = .000, p = 1.000
The results of the crosstabulation for preparedness and book service is
presented in Table 10. Of the underprepared students, 18.9% participated in book
service and 12.6% of the prepared students participated. The difference was not
significant, x2 (1) = 1.099, p = .294.
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Table 10
Crosstabulation
Preparedness and Book Service
Book Service
No Yes Total
PREP Underprepared
Prepared
Count 86
% within PREP 81.1%
Count 90
% within PREP 87.4%
20
18.9%
13
12.6%
106
100%
103
100%
Total Count 176
% within PREP 84.2%
33
15.8%
209
100%
x-(l) = 1.099, p = .294
Table 11 presents the results of the crosstabulation for preparedness and
orientation. Participation in orientation was 63.2% for the underprepared students,
and 70.9% for the prepared students in the study. This difference was not
significant, x 2 (1) = 1.063, p = .302.
Table 11
Crosstabulation
PreDaredness and Orientation
Orientation
No Yes Total
PREP Underprepared
Prepared
Count 39
% within PREP 36.8%
Count 30
% within PREP 29.1% 100%
67
63.2%
73
70.9%
106
100%
103
100%
Total
TTT—
Count 69
% within PREP 33.0%%
140
67.0%
209
100%
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Table 12 presents the results of a series of independent samples /-tests that
were generated to explore the differences between the prepared and underprepared
groups use of support-based services. For counseling use,
/ (207) = .179, p = .858. There were no significant differences in counseling use
between the prepared and underprepared groups. For tutoring use,
t (207) = .122, p = .903. There were no significant differences in tutoring use
between the groups. For mentoring use, / (207) = -1.330, p = .185, there were no
significant differences in mentoring use between the groups.
Table 12
Independent Samples f-Test
Preparedness and Support Services Use
t
f-Test for Eaualitv of Means
df Sig. Mean
(2-tailed)
Counseling Frequency Equal variances
assumed
.179 207 .858 1.612E-02
Tutoring Frequency Equal variances
assumed
.122 207 .903 1.621E-02
Mentoring Frequency Equal variances
assumed
-1.220 207 .185 -8.2982E-02
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Table 13 presents group means for preparedness and importance of support
services.
Table 13
Group Means
Preparedness and Importance of Support Services
Preparedness N Mean
Std.
Deviation
Counseling Imp Underprepared 106 3.3113 .8207
Prepared 103 3.2718 .8307
Tutoring Imp Underprepared 106 2.7925 1.0302
Prepared 103 2.7184 1.0424
Mentoring Imp Underprepared 106 1.1132 .1081
Prepared 103 1.9515 .1008
EOPS Imp Underprepared 106 2.6698 1.1606
Prepared 103 2.1068 1.1792
SSS Imp Underprepared 106 2.4528 1.2121
Prepared 103 1.9709 1.0977
Financial Aid Imp Underprepared 106 3.5000 1.0071
Prepared 103 3.1650 1.2215
Book Service Imp Underprepared 106 3.1509 1.0761
Prepared 103 2.5049 1.2824
Table 14 presents the results of a series of independent samples r-Tests that
were generated to analyze the differences in student group perceptions of the
importance of support based services to their educational goals. For counseling
importance, t (207) = .346, p = .730, there were no significant differences in the
importance of counseling between prepared and underprepared students. For
tutoring importance, t (207) = .516, p = .606, there were no significant differences
between the groups.
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71
For mentoring importance, t (207) = 2.049, p = .042, there was a slight
statistical difference in the importance of mentoring. For EOPS importance, t
(207) = 3.479, p = .001, there was a significant difference between the prepared
and underprepared groups on the importance of EOPS. For SSS importance, t
(207) = 3.010, p = 003, the difference between the groups on SSS is significant.
For financial aids importance,
t (207) = 2.166, p = .031, the difference between the groups is significant. For the
importance of book service awards, t (207) = 3.950, p = .6461, there is no
significant difference between the prepared and underprepared students’
perceptions of the importance of book service awards.
Significant differences existed in the importance of mentoring and EOPS
between prepared and underprepared students. These differences might be
attributable to the nature and focus of both mentoring and EOPS as intensive,
individual support services, which would explain the higher value of the services
to those underprepared students who are likely to benefit most from utilizing them.
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Table 14
Independent Samples f-Test
Preparedness and Importance o f Support Services
f-Test for Equality o f Means
r df Sig. Mean
(2-tailed)
Counseling Importance Equal variances
assumed
.346 207 .730 3.948E-02
Tutoring Importance Equal variances
assumed
.516 207 .606 7.401E-02
Mentoring Importance Equal variances
assumed
2.049 207 .042 .3033
EOPS Importance Equal variances
assumed
3.479 207 .001 .5630
SSS Importance Equal variances
assumed
3.010 207 .003 .4820
Financial Aid Equal variances 2.166 207 .031 .3350
Importance assumed
Book Service Awards Equal variances 3.950 207 .000 .6461
Importance assumed
Preparedness and Persistence
Student data for the population of all degree seeking first time freshmen
enrolled in the fall 1999 semester was obtained from the student information
database at the institution in the study. Records identified student demographics,
preparedness, and participation in certain student services programs. Those
students who re-enrolled for the spring 2000 semester were categorized
"persisters." Those who did not continue were categorized "non-persisters."
Further exploration of the differences between the prepared and underprepared
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population of first time degree-seeking freshmen is presented in Table 15. Of the
underprepared students, 29.5% did not persist compared to 18% of the prepared
students. The differences in persistence between prepared and underprepared
students were significant, x2 (1) = 12.721, p = .000.
Table 15
Crosstabulation
Preparedness and Persistence
Persistence
Non-
Persister Persister Total
PREP Underprepared Count 148 353 501
% within PREP 29.5% 70.5% 100%
Prepared Count 55 250 305
% within PREP 18.0% 82.0% 100%
Total Count 203 603 806
% within PREP 25.2% 74.8% 100%
x1 (I) = 12.721, p = .000
Support Services and Persistence
The following tables will present a series of crosstabulations for support
services (counseling/advisement, tutoring, EOPS, orientation and financial aids)
and persistence for both prepared and underprepared populations. Differences in
utilization of support services and persistence of prepared and underprepared
students are presented.
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74
Table 16 presents the crosstabulation for counseling and persistence for
prepared freshmen students (N= 305). Utilization of counseling services by
prepared students was higher for the persisters (96.0%) as compared to non-
persisters (76.4%), x2 (1) = 22.195, p = .000.
Table 16
Crosstabulation
Counseling and Persistence o f Prepared Freshmen
Non-
Persister
Prepared Persistence
Persister Total
COUNS No Count 13 10 23
% within PERS 23.6% 4.0% 7.5%
Yes Count 42 240 282
% within PERS 76.4% 96.0% 92.5%
Total Count 55 250 305
% within PERS 100% 100% 100%
x - (1) = 22.195, p = .000
Table 17 presents the crosstabulation for counseling and persistence for
underprepared freshmen students (7 V = 501). There were significant differences in
utilization of counseling services, x2 (1) = 13.000, p = .000.
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75
Table 17
Cross tabulation
Counseling and Persistence o f Underprepared Freshmen
Non-
Persister
Underoreoared Persistence
Persister Total
COUNS No Count 15 8 23
% within PERS 10.1% 2/3% 4.6%
Yes Count 133 345 478
% within PERS 89.9% 97.7% 95.4%
Total Count 148 353 501
% within PERS 100% 100% 100%
x2 (1) = 13.000, p = .000
Table 18 presents the crosstabulation for orientation and persistence for
prepared freshmen students (N — 305). There were significant differences in
participation in orientation services, x2 (1) = 21.449, p = .000.
Table 18
Crosstabulation
Orientation and Persistence of Prepared Freshmen
Prepared Persistence
Non-
Persister Persister Total
ORIENT No Count 30 56 86
% within PERS 54.5% 22.4% 28.2%
Yes Count 25 194 219
% within PERS 45.5% 77.6% 71.8%
Total Count 55 250 305
% within PERS 100% 100% 100%
x- (1) = 21.449, p = .000
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76
The crosstabulation for orientation and persistence for underprepared
freshmen students (N = 501) is presented in Table 19. There were significant
differences between the groups, x2 (1) = 16.913, p = .000.
Table 19
Crosstabulation
Orientation and Persistence of Underorepared Freshmen
Non-
Persister
UnderpreDared Persistence
Persister Total
ORIENT No Count 68 94 162
% within PERS 45.9% 26.6% 32.3%
Yes Count 80 259 339
% within PERS 54.1% 73.4% 67.7%
Total Count 148 353 501
% within PERS 100% 100% 100%
x" (1) = 16.913, p = .000
Table 20 presents the analysis for financial aids and persistence for
prepared freshmen students (N= 305). There were no significant differences in the
utilization of financial aid services, x2 (1) = 1.026, p = .282.
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77
Table 20
Crosstabulation
Financial Aids and Persistence o f Prepared Freshmen
Non-
Persister
Prepared Persistence
Persister Total
FINAID No Count 33 101 134
% within PERS 60% 40.4% 43.9%
Yes Count 22 149 171
% within PERS 40.0% 59.6% 56.1%
Total Count 55 250 305
% within PERS 100% 100% 100%
x- (1) = 1.026, p = .282
The analysis for financial aids and persistence for the underprepared group
is presented in Table 21. For the underprepared students (N =501), 42.2% of
those who persisted received financial aid. Of the non-persisting group, 41.9%
received financial aid. Differences were not significant, x"(l) = 1.620, p = .210.
Table 21
Crosstabulation
Financial Aids and Persistence o f Underorepared Freshmen
UnderoreDared Persistence
Non-
Persister Persister Total
FINAID No Count 86 203 289
% within PERS 58.1% 58.8% 57.6%
Yes Count 62 150 212
% within PERS 41.9% 42.2% 42.4%
Total Count 148 353 501
% within PERS 100% i00% 100%
xi (l)= 1.620, p = .210
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Table 22 presents the analysis for EOPS and persistence. Of the 28
participants in the program, 71% persisted, however differences were not
significant, x2 (1) = 1.598, p = .206.
Table 22
Cross tabulation
EOPS and Persistence o f Prepared Freshmen
Non-
Persister
PreDared Persistence
Persister Total
EOPS No Count 47 230 277
% within PERS 85.5% 92.0% 90.8%
Yes Count 8 20 28
% within PERS 14.5% 8.0% 9.2%
Total Count 55 250 305
% within PERS 100% 100% 100%
xi (I)= 1.598, p = .206
Table 23 presents the analysis for EOPS and persistence for the
underprepared group. O f the 74 participants in the program, 77% persisted,
however differences were not significant, x“ (1) = 1.448, p = .229.
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79
Table 23
Crosstabulation
EOPS and Persistence o f Underprepared Freshmen
Non-
Persister
UnderDreoared Persistence
Persister Total
EOPS No Count 131 296 427
% within PERS 88.5% 83.9% 85.2%
Yes Count 17 57 74
% within PERS 11.5% 16.1% 14.8%
Total Count 148 353 501
% within PERS 100% 100% 100%
x-(l)= 1.448, p = .229
Student Responses to Open-Ended Survey Question
Of the sample of persisting students who responded to the mailed
questionnaire (N = 209), there were 141 written responses to the open-ended
question, "Please comment on your overall experience at Shasta College." Of the
academically underprepared students, 27 males and 46 females responded. Of the
academically prepared students, 17 males and 50 females responded to the
question. Responses generally fell within the following areas: academic, financial,
programs and services, campus environment, staff and faculty, and general
comments. Full text of the student responses is contained in Appendix C and
Appendix D.
The subject areas of the campus setting and campus environment received
the highest number of comments. Students stated that the campus was beautiful
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80
and peaceful, and that being there is a positive experience. Parking and
transportation were raised as issues for some students. Several students objected
to smoking and cigarette trash, and perceive that others do not observe designated
smoking areas.
Programs and services also were subject areas frequently mentioned.
Seventeen of the comments specifically referred to issues regarding counseling
services. A number of students wrote that the counselors did not seem well
informed, and that they were unavailable, uncaring, or too rushed. There were
comments regarding transfer difficulties, inconsistency in information, and class
placement errors. Conversely, several students mentioned counselors by name
who have been helpful and supportive.
EOPS, SSS, tutoring and mentoring received positive comments by
students who indicated they were participating in the services. Several students
would like to see increased tutoring opportunities. Some students who were
ineligible for EOPS and SSS commented about the benefits of the programs for
new students. Several students mentioned that awareness of services that are
available is a problem, and suggested that an enrollment package would be helpful.
Availability of classes was another topic that was frequently mentioned.
Some students perceive that classes are often filled and that it is difficult to enroll
in courses needed for transfer. Occupational programs, specifically aviation,
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81
firefighting and agriculture, received positive comments from students who are
participating in those programs.
Overall, students seem satisfied with the caliber of instruction and faculty,
and that it is "better than high school." Many comments referred to instructors as
the best teachers the students have ever had. A few negative comments were
focused on instructors' attitudes and personalities. One student expressed
resentment at an instructor's comment that Shasta College was "not a real college."
Representative of many student comments is that Shasta College "is a good place
to start college."
Interviews with Program Administrators
Personal interviews were conducted with several members of the
administration, faculty and staff of student programs and services at the institution
in the study. The purpose of the interview aspect of the research was the
contribution to the qualitative dimension of the study through documentation of
the personal observations and experiences of program administrators and faculty
closely associated with student support services and assessment. Specifically, the
interviews were conducted to ascertain individual perceptions of the needs of
community college freshmen, programs and services targeting underprepared and
educationally disadvantaged students, retention programs, and discussion of
concerns related to the issue of freshman student retention.
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82
Issues that surfaced in the interviews centered on the problem of academic
preparedness and the lack of economic or educational opportunity in the local
community. The service area for the college includes Shasta, Tehama, and Trinity
counties, which are all rural, isolated and relatively poor. The student population
is largely disadvantaged both socioeconomically and educationally. The labor
market is depressed, and a high percentage of the civilian labor force is either
unemployed or underemployed.
Administrators expressed concern that the "open door" policy has made it
difficult for the college to be accountable to mandates of institutional efficiency
with high numbers of ill-prepared disadvantaged students. Higher numbers of
students with high school diplomas are not placing at college level on the
COMPASS assessment. Many faculty members resent being assigned to teach
remedial coursework, and having to accommodate the marginally prepared
students while boring the more academically prepared students. There was some
discussion about whether the resulting "academic boredom" may contribute to high
attrition.
Both the EOPS and SSS programs are designed to serve the educationally
disadvantaged, traditionally underrepresented, and first-generation college
students. A high number of participants in both programs are non-traditional
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83
re-entiy females, although nearly 50% of the EOPS participants are under the age
of 25. The EOPS program serves approximately 6.0% of the total population of
the institution. The SSS program serves approximately 1.0% of the total
population.
The first time most students encounter an adjustment period is the
transition from high school to the college environment. Many of the Shasta
College students are first generation college students and are also
socioecononomically and educationally disadvantaged. In addition to lack of
appropriate academic preparation, they include external factors such as lack of
study skills, financial problems, family obligations, and internal problems such as
fear of failure, inability to ask for help, self-doubt, and career indecision.
Students participating in either the EOPS or SSS programs have
requirements for counseling or other contacts each semester. Other contacts may
include workshops, field trips to CSU or UC campuses, or scheduled activities.
Students who do not fulfill the required semester contacts risk losing their
continued eligibility for the programs. One area of concern for both programs is
the number of students who cancel or do not keep their counseling and
participation commitments.
An area of concern for counseling is the overwhelming number of students
who are not only academically ill-prepared for college level work, but also lack
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84
social and life skills preparation. The counseling staff has estimated that 70% of
disadvantaged students have evidenced inadequate high school preparation as
shown by the COMPASS placement scores. These scores are used for advising
and placement at the college, and students with scores below the cutoff may be
assigned remedial courses in English composition, reading, and mathematics.
Since multiple measures are evaluated to determine such placement, a student's
high school transcripts, other academic placement scores, or demonstrated skill
may override the recommendation for remediation.
It has been the experience of those interviewed that students do not take
full advantage of available counseling or other services unless there is intervention
by faculty or staff. Prior to enrollment in the college, many students had limited
exposure to counseling as the ratio of students to counselors at local high schools
averages 500:1. Shasta College has very few counselors and the ratio is 2,400:1.
There is limited time for counselors to address individual needs of students, which
requires students to be proactive in seeking assistance. The disadvantaged or
underprepared students tend to avoid seeking help.
For all disadvantaged and underprepared students, lack of study skills
continues to be a concern. According to several of the administrators interviewed,
many students who come to the college "do not know how to learn." They tend not
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85
to utilize effective time management and are not familiar with utilization of
learning resources.
Another area of concern for many disadvantaged, underprepared students is
the lack of career or educational aspiration, and a "limited world view." Often
their reasons for coming to college are vague, and previous failures have given
them negative attitudes toward educational achievement in general. Many students
have difficulty establishing relationships with faculty members and fellow
students. They are often reluctant to express themselves in dealing with college
staff (faculty and counselors) and do not know how to ask for help.
Several of the administrators and faculty who participated in the interviews
expressed interest in exploring the learning communities concept for incoming
freshmen, and the importance of developing connections and relationships was
discussed. Some of those who participated in the interviews have personally
experienced the learning cohort in their graduate studies, and are familiar with
current research on the success of the concept of "congruence," particularly within
the context of freshman student retention. The college has begun to assign
counselors to identified departments, such as athletics and business, so that they
are able to focus on the specific career aspirations and needs of those students.
There was general agreement that retention continues to be a concern for
the institution, but several of those interviewed are encouraged by the success of
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86
funded grant programs and current retention efforts. The "Gear Up" grant was
funded this year to provide outreach and information to middle school students to
encourage postsecondary planning before high school. Also a pilot mentoring
program is in its first year of implementation. Although a small number of
students is currently participating, the program will be continued and expanded to
provide one-on-one mentoring for increased numbers of students.
The individual interviews with program administrators and faculty
provided insights into their observations and experiences in the role of support-
based services in the institutional mission of retaining, educating and graduating
students. The opinion shared by each of the participants confirmed the need for
coordination of effort to provide early intervention for academically and
socioeconomically disadvantaged students, including intrusive counseling services,
mandatory remediation, and multiple strategies to increase retention rates and,
ultimately, improve institutional effectiveness.
Analysis of Findings
The results of the statistical analysis for the research questions were
computed utilizing non-parametric measurements and standardized statistical
computations. Computations were made to determine if there existed any
significant differences between prepared and underprepared students’ responses to
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87
questions on seven independent variables that were derived from a questionnaire
survey and analyzed for significance.
The results of this study are discussed briefly in the following paragraphs.
The relationships of the findings to the research questions of the study are noted.
Additional discussion of the findings will occur in the next chapter.
Research Question 1
Is there a relationship between academic preparedness and participation in
support-based student services by degree-seeking freshman students?
For the sample population of students (A = 209) who responded to the
mailed questionnaire, there were 103 (N = 103) who were prepared, and
106 (N= 106) who were underprepared. To investigate the question of whether
preparedness is related to program use or participation, cross tabulations were
produced for each of the support services variables and chi-square tests were
generated. Additionally, a series of independent samples r-tests were conducted
for each of the independent variables in the study. The following narrative will
describe the findings and results of each of the support-based services explored in
the study.
Preparedness and Financial Aids
The results of the crosstabulation for preparedness and financial aids are
presented in Table 7. Financial aids services were provided for 44.3% of the
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88
underprepared students and 42.1% of the prepared students in the study. The
<)
difference was not significant, x“ (1) = .274, p = .601.
Preparedness and EOPS
Table 8 shows the results of the crosstabulation for preparedness and
EOPS. Participation in EOPS services was 67.9% for the underprepared students
in the study, and 84.5% for the prepared students. This difference was not
significant, x2 (1) = 2.416, p = .120
Preparedness and SSS
The results for the crosstabulation for preparedness and SSS are presented
in Table 9. Participation in SSS was 7.5% for the underprepared students, and
6.8% for the prepared students in the study. The difference was not significant,
x2 (1) = 000, p = 1.000.
Preparedness and Book Service
The results of the crosstabulation for preparedness and book service is
presented in Table 10. Of the underprepared students, 18.9% participated in book
service and 12.6% of the prepared students participated. The difference was not
significant, x2 (1) = 1.099, p = .294.
Preparedness and Orientation
The results of the crosstabulation for preparedness and orientation are
presented in Table 11. Participation in orientation was 63.2% for the
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89
underprepared students, and 70.9% for the prepared students in the study. This
difference was not significant, x2 (1) = 1.063, p = .302.
Preparedness and Support Services ('Counseling. Tutoring. Mentoring)
A series of independent samples r-tests were generated to explore the
differences between the prepared and underprepared groups use of support-based
services. The results are presented in Table 12. For counseling use,
t (207) = .179, p = .858. There were no significant differences in counseling use
between the prepared and underprepared groups. For tutoring use,
£ (207) = .122, p = .903, there were no significant differences in tutoring use
between the groups. For mentoring use, £ (207) = -1.330, p = .185, there were no
significant differences in mentoring use between the groups.
Research Question 2
Is there a relationship between academic preparedness and term-to-term
persistence of degree-seeking freshman students?
For the population of all degree seeking first time freshmen enrolled in the
fall 1999 semester (N = 806) and the population who persisted to the spring 2000
semester (N= 603), Table 15 sets forth the differences in persistence between the
prepared and underprepared students. Of the underprepared students (N =501),
70.5% persisted to the spring 2000 semester. Of the prepared students (A ? = 305),
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90
82.0% persisted to the spring 2000 semester. The differences in persistence
between prepared and underprepared students were statistically significant,
x2 (1) = 12.721, p = .000.
Research Question 3
Is there a relationship between student participation in support-based
student services (institutional factors) and freshman student persistence?
A series of crosstabulations were generated to further explore the
relationship between participation in certain student services (counseling,
orientation, financial aids, and EOPS) and the term-to-term persistence or non-
persistence of prepared and underprepared students.
Counseling Services and Persistence
The results of the crosstabulation for counseling and persistence are
presented in Table 16 for prepared freshmen and Table 17 for underprepared
freshmen.
For the population of prepared freshmen (N = 305), utilization of
counseling services was 96.0% for those who persisted (N= 250), as compared to
76.4% for the non-persisters (N= 55). As presented in Table 16, the differences
were statistically significant for the prepared students, x2 (1) = 22.195, p = .000.
For the population of underprepared freshmen (N = 501), utilization of
counseling services was 97.7% for the persisters (N= 353), which represents
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91
68.9% of the underprepared population. Of the non-persisters (77 = 148), 89.9%
utilized counseling services, which represents 26.5% of the underprepared
population. The differences were significant, x2 (1) = 13.000, p = .000.
Orientation and Persistence
The results of the crosstabulation for orientation and persistence are
presented in Table 18 for prepared freshmen and Table 19 for underprepared
freshmen.
For the population of prepared freshmen (77 = 305), participation in
orientation activities was 77.6% for the persisters (77 = 250), or 63.6% of the
prepared freshman group. For the non-persisters (77 = 55), 45.5% participated in
orientation activities, or 8.2% of the prepared group. There were significant
differences in participation in orientation services for the prepared freshmen,
x2 (1) — 21.449, p = .000.
For the population of underprepared freshmen (7/ = 501), participation in
orientation services was 73.4% for the persisters (77= 353), which represents
51.7% of the underprepared population. Of the non-persisters (77= 148), 54.1%
participated in orientation activities, which represents 16.0% of the underprepared
population. The differences were significant, x2 (1) = 16.913, p = .000.
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92
Financial Aids and Persistence
The results of the crosstabulation for financial aids and persistence are
presented in Table 20 for prepared freshmen and Table 21 for underprepared
freshmen.
For the population of prepared freshmen (N = 305), utilization of financial
aids was 59.6% for the persisters (N = 149), or 48.8% of the prepared freshman
group. For the non-persisters (N = 55), 40.0% utilized financial aids, or 7.2% of
the prepared group. There were no significant differences in utilization of
financial aids for the prepared freshmen, x2 (1) = 1,620, p = .210.
For the population of underprepared freshmen (N =501), utilization of
financial aids was 42,2% for the persisters (N = 150), which represents 42.4% of
the underprepared population. O f the non-persisters (N = 148), 41.9% utilized
financial aids, which represents 12.4% of the underprepared population. The
differences were not significant, x“ (1)= 1.620, p = .210.
EOPS and Persistence
The results of the crosstabulation for EOPS and persistence are presented in
Table 22 for prepared freshmen and Table 23 for underprepared freshmen.
For the population of prepared freshmen (N = 305), participation in EOPS
was 8.0% for the persisters (iV= 250), or 6.6% of the prepared freshman group.
For the non-persisters (N = 55), 14.5% participated in EOPS, or 2.6% of
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93
the prepared group. Differences in EOPS participation were not significant for the
prepared group, x2 (1) = 1.598, p = .206.
For the population of underprepared freshmen (Af = 501), participation in
EOPS was 16.1% for the persisters (N = 353), which represents 11.4% of the
underprepared population. Of the non-persisters (N = 148), 11.5% participated in
EOPS, which represents 3.4% of the underprepared population. The differences
were not significant, x2 (1) = 1.448, p = .229.
For the relationship between participation in support-based services
(institutional factors) and persistence, the chi-square tests yielded statistically
significant results for counseling, and orientation. Results of the statistical analysis
for financial aids and EOPS participation were not significant.
Summary
This chapter presented the statistical results of the significant findings of
the study. Responses from 209 (N = 209) returned student survey questionnaires
were reviewed and reported. Responses to questions related to student
participation in support-based services (counseling, tutoring, mentoring, financial
aids, book service, EOPS, and SSS) by academically prepared and underprepared
students were coded and tabulated. Frequencies and descriptive statistics were
presented. Applied statistical analysis was utilized to determine levels of
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94
significance between the responses of prepared and underprepared students in the
research study. Student responses to an open-ended survey question are appended.
Data retrieved from the student database of the institution in the study
provided further opportunity to evaluate the relationship between participation in
support based services (counseling, orientation, financial aids, and EOPS) and
persistence of the population of first time degree seeking freshmen enrolled in the
fall 1999 semester (N=805). Frequencies and descriptive statistics were
presented. Applied statistical analysis was utilized to determine levels of
significance in participation of prepared and underprepared, persisting and non
persisting freshmen. Additionally, the results of interviews with program
administrators were discussed in the context of student retention and attrition
issues affecting the community college.
This study produced findings that indicate certain support-based services
are utilized and valued by prepared and underprepared community college
freshmen, and within the context established theories of student retention and
attrition, may contribute to their term-to-term persistence. Mentoring, EOPS, and
SSS services are the least utilized, although valued by those students who are
participating in the programs. Specifically, based upon results obtained from a
student questionnaire, financial aids is the single most highly valued and highly
utilized of the support based services available at the institution in the study.
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95
According to the data obtained from the college database, 49.6% of the persisting
freshmen (N = 603), both prepared and underprepared, have received some form of
financial aids.
Because many underprepared students come to college not only
educationally disadvantaged, but also socioeconomically disadvantaged, these
results suggest that participation in multiple support-based services may provide a
link to helping students stay enrolled. The results of the study support the
importance of institutional efforts to provide early intervention strategies and
developmental assistance for the academically underprepared student.
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96
CHAPTER 5
SUMMARY AND DISCUSSION
This chapter presents a summary of the background, purpose, design, and
findings of this study. Additionally, a review of the results of the research
questions, implications of the study and recommendations for further research will
be presented.
Overview
Purpose of the Study
The purpose of this study was to examine institutional factors affecting
term-to-term persistence among first-time, degree-seeking freshmen at the
institution in the study. In addition, this research explored differences between
prepared and underprepared student participation in support-based services, and
differences between the two groups.
The study was designed to test research questions concerning the
participants’ use of support-based services and whether a relationship exists with
term-to-term persistence. The initial step in the process was a review of the related
literature. The review included literature pertaining to (1) postsecondary student
persistence, retention and attrition; (2) postsecondary academic preparedness;
(3) student support-based services; and (4) the California community college. A
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97
survey instrument was used to further explore student utilization of services and
perception of the importance of support-based services.
The population of first-time, degree-seeking freshman students (iV = 806)
enrolled at a community college in Northern California in the fall 1999 semester
comprised the participants in the study. Of those students, 605 (N = 605)
completed the semester and re-registered for the spring 2000 semester. The
population was identified from data retrieved through the Office of Admissions
and Records of the institution in the study. The sample cohort of persisting
students included 209 (N = 209) students, 130 female (62.2%) and 79 male
(37.8%) students identified from the college student information system database
who responded to a mailed questionnaire.
Research Questions
Within the context of the investigation of institutional factors affecting
freshman student persistence, this sought to answer the following questions:
1. Is there a relationship between academic preparedness and participation
in support-based services by degree-seeking freshman students?
2. Is there a relationship between academic preparedness and
term-to-term persistence of degree-seeking freshman students?
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98
3. Is there a relationship between student participation in support-based
services (institutional factors) and term-to-term persistence o f degree-seeking
freshman students?
Methods and Procedures
For this correlational study the following procedures were completed:
Data Collection and Recording
Student demographic data (age, gender, ethnicity) was collected from
college registration records through the Office of Admissions and Records and
College Computing Services. In addition to demographic information, data
collection from student records included number of units completed, assessment
results, counseling/advisement contact, participation in orientation activities,
participation in EOPS, participation in tutoring services, and receipt of financial
aids.
Questionnaire
The measuring instrument used in the study was a structured self-report
survey questionnaire, designed to gather information from community college
freshmen students in the following areas: Use of student support services,
perceived value of student support services, commitment to educational goals, and
demographic and background characteristics. The questionnaire was selected as a
method of data collection and measurement because it is the appropriate
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99
instrument for a population that is too large for individual observation, and it is
often used for descriptive studies.
The questionnaire consisted of twenty-five questions. One open-ended
question asked participants to comment on their overall experience at the college
(see appendix B Student Questionnaire).
Data Analysis. In addition to the calculation of means and standard deviations,
independent samples r-Tests of the significance of differences between prepared
and underprepared students were completed. A chi-square test of independence
was also generated to evaluate relationships between participation in support
services, preparedness, and persistence.
Selected Findings
Within the framework of the three research questions in the study, the
following statistical outcomes are noted:
1. Is there a relationship between academic preparedness and participation in
support-based services by degree-seeking freshman students?
For the prepared and underprepared students who responded to the mailed
questionnaire (N = 209), differences in participation or utilization of support based
services were not statistically significant.
2. Is there a relationship between academic preparedness and term-to-term
persistence of degree-seeking freshman students?
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100
For the population of all first-time, degree seeking freshmen enrolled in the
fall 1999 semester (/V=806), the difference in term-to-term persistence between
<)
prepared and underprepared students was significant, x“ (1) = 12.721, p = .000.
Prepared students had better persistence rates.
3. Is there a relationship between student participation in support-based services
(institutional factors) and freshman student persistence?
For the population of all first-time, degree-seeking freshmen enrolled in the
fall 1999 semester (N=806), there were significant relationships between
participation in certain support-based services and persistence of prepared and
underprepared students. For counseling and orientation the differences were
significant for both prepared and underprepared groups. Financial aids and EOPS
did not produce significant findings.
Findings within the Context of Existing Literature
This study explored community college student persistence within the
theoretical frameworks of Tinto’s (1975, 1982) constructs that explain the dropout
process within the context of student academic integration. This theory has been
examined and critiqued with regard to relationships between student motivation
and academic ability and how the institution’s academic and social characteristics
influence student persistence (Braxton, Shaw-Sullivan, & Johnson, 1986; Cabrera,
Nora, and Castaneda, 1993; Pascarella, Duby & Iverson, 1983). Tinto’s premise
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101
that certain social and academic integration variables and student demographic
characteristics influence college persistence has been tested and validated by other
researchers (Bean, 1980, 1983; Cabrera, Castaneda, Nora, & Hengstler, 1992; Nora
& Cabrera, 1993; Pascarella, Terenzini, & Wolfe, 1986; Springer, Terenzini,
Pascarella, & Nora, 1995).
A substantial number of studies (Astin, 1975; Cabrera, Nora, and
Castaneda, 1992; Cabrera, Stampen, & Hansen, 1990; Pascarella & Terenzini,
1980; and Voorhees, 1987) report significantly positive relationships between
ability to pay and college persistence. These studies suggest that college
affordability, as well as the ability to acquire financial aid, are important to degree
completion goals.
Implications of the Study
This study investigated whether a relationship exists between participation
in support-based services (institutional factors) and the term-to-term persistence of
first-time degree-seeking community college freshmen. Additionally, the study
explored differences in utilization of services between academically prepared and
underprepared students in the cohort.
The results of this study suggested that certain support-based services may
be useful in improving term-to term persistence among students who are
academically underprepared by providing students the opportunity to receive
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102
additional needed support to keep pace and persevere at the same rate as their
academically prepared peers. The success of student support services is
attributable to mitigation of negative influences such as academic need (tutoring),
socioeconomic status (financial aids and book service awards), encouragement
from others (mentoring and counseling). Frequent interaction with faculty and
guidance counselors who are trained to adequately assess the academic and social
needs of students may serve to improve the information the students receive and
improve the academic integration students experience with their institution.
A number of studies (Braxton, Vesper & Hossler, 1995) suggest that
connections to the institution, whether through personal interaction or student
involvement, are positively related to persistence. Discouragement by
underprepared students is likely as their self perception is negatively impacted by
enrollment in remedial or developmental coursework. Faculty attitudes toward
underprepared students may further depress the students desire to persist. A
proactive position would entail increased articulation between the community
college and district high schools, to better inform future students about the
expectations of college level work and to encourage preparation.
Although prepared and underprepared students may benefit from any policy
implementation that encourages student persistence and academic performance, the
development of student services enhancements geared toward increased
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103
institutional effectiveness will ultimately benefit the underprepared students.
Learning cohorts or communities for first-time freshmen, college success or
readiness courses offered at the area high schools, mandated (not voluntary)
remediation in the first semester of enrollment are among the institutional
improvements that may positively affect student persistence.
For non-residential community college students, time on campus is limited
to classroom experience. Increasing numbers of community colleges are looking
to the classroom environment as a point of departure for their efforts to involve
students in the life of the college seeking to enhance both student learning and
persistence (Tinto, 1993). Cooperative and collaborative learning strategies in the
community colleges serve to actively involve students in classroom group work
that may extend beyond the boundaries of the institution (Goodsell, Maher, &
Tinto, 1992).
Recommendations for Further Research
The decision to persist appears to be connected with certain variables that
occur at the institution. Meaningful contacts, whether with faculty, counseling
staff, tutors, mentors, or peers, may be a critical link for a student contemplating
departure. This study found that utilization of certain student support-based
services were factors associated with student persistence. The differences in
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104
utilization between prepared and underprepared students suggests that student
support services are achieving their designed goals: to provide needed support to
educationally and academically disadvantaged students to encourage degree
completion, and to help them keep pace with their prepared peers.
Future studies should consider freshman learning cohorts, evaluation of
remedial education in reladon to deficiencies in student preparation, and intensive
remediation in one subject area at a time. A longitudinal study following the
cohort identified in this study would assist in drawing more concrete conclusions
about the value of student support-based services. A study to examine the
relationships between high school coursework and college preparedness is
warranted.
Summary
This study found that term-to-term persistence of freshmen at one
community college may be affected by the utilization of certain support-based
services, especially by those students who are academically and socioeconomically
disadvantaged. The results o f the study reveal the value of focusing attention on
those students who require remedial courses to catch up with their academically
prepared peers, and promote institutional policies to mandate early intervention
strategies and developmental support before failure is imminent. The long term
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105
affect will increase the likelihood that these students will achieve the rewards of a
postsecondary degree, and the benefits will not only impact the institution and the
individual, but also society as a whole.
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106
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APPENDIX A
Student Survey Cover Letter
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SH A STA CO LLEG E STU D E N T SU R V E Y
Spring 2000
Dear Shasta College Student:
You have been selected to participate in a study of community college students.
The attached survey asks you to respond to a few brief questions about yourself
and some of the services available at Shasta College. The results of this study will
help the college plan its programs and services to assist you and other students who
follow you. Your participation is greatly appreciated.
The information you provide is entirely confidential. The results of the study will
be reported in group form only, and in no case will any of your responses be used
to identify you as an individual. The report of this study is expected to be available
in September 2000. If you wish to read this report you may contact the Shasta
College Counseling and Student Services office. If you would like to know more
about this study, please contact me at 225-0141.
Please enclose your completed survey in the envelope provided. Return postage is
prepaid.
Thank you for your time and cooperation.
Janis K. Marsh
Ed.D. Candidate
University of Southern California
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115
APPENDIX B
Shasta College Student Survey Instrument
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116
SHASTA CO LLEG E ST U D E N T SURVEY
Please complete all parts of this survey and return in the envelope provided as soon as possible.
The information you provide will be kept confidential. Thank you for your participation in this
survey.
SECTION I
For the following items. MARK THE APPROPRIATE BOX:
A. Age:
() 16-19 () 20-22 () 23-25 () Other
B. Gender:
( ) Female () Male
C. Ethnic Background:
( ) American Indian/Alaskan Native
() Asian American
() Pacific Islander
() Caucasian/White
D. Most recent year enrolled in high school:
0 2000 () 1999() 1998() Other
E. Educational Status:
( ) Received High School Diploma
() Received General Education Diploma (GED) or Certificate of Equivalency
() Received Certificate of High School Proficiency (CHSPE)
() Other
F. Enrollment status at Shasta College this semester Spring 2000:
() Not enrolled () 5 units or less () 6-11 units () 12 units or more
G. Enrollment status at Shasta College last semester Fall 1999:
() Not enrolled () 5 units or less ( ) 6-11 units () 12 units or more
H. Educational goal at Shasta College:
() Transfer to four-year college with Associate Degree (AA)
( ) Transfer to four-year college without Associate Degree (AA)
( ) Associate Degree (AA)—Occupational Major
( ) Associate Degree (AA)—General Education Major
( ) Occupational Certificate Program
( ) Other
( ) African American/Black
( ) Hispanic/Latino
() Filipino
( ) Other
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117
SECTION n
For the following items, MARK THE APPROPRIATE BOX:
I. Have you received Financial Aids?
OYes
()No
J. Have you participated in Extended Opportunity Programs and Services (EOPS)?
OYes
()No
K. Have you participated in Student Support Services (SCSSS)?
( ) Yes
( ) No
L. Have you borrowed textbooks from the college or received book vouchers to buy
textbooks?
() Yes
() No
M. Have you participated in Orientation activities?
OYes
() No
For the following items. CIRCLE ONE NUMBER FOR EACH LINE USING THE
FOLLOWING SCALE:
Frequently Occasionally Infrequently Never
1 2 3 4
N. How frequently did you meet with a Counselor
during any one semester?................................... 1 2 3 4
O. How frequently did you use Tutoring Services
during any one semester?................................... 1 2 3 4
P. How frequently did you use Mentoring Services
during any one semester?................................... 1 2 3 4
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118
SECTION m
For the following items. CIRCLE ONE NUMBER FOR EACH LINE USING THE
FOLLOWING SCALE:
Not important
1
Slightly important
2
Somewhat important Very important
15. How important are the following services to your educational goals?
Counseling Services.
Tutoring Services__
Mentoring Services..
Extended Opportunity Programs
and Services (EOPS)...................
Student Support Services (SCSSS).
Financial Aids................................
Book Service................................. .
16. How important is it for you to complete
a college degree?....................................
2
2
2
2
2
2
2
3
3
3
3
3
3
3
4
4
4
4
4
4
4
17. Please comment on your overall experience at Shasta College:
Thank you for your cooperation. Please return the survey in the enclosed stamped
envelope.
Shasta College
Counseling and Student Services
P.O. Box 496006
Redding, CA 96049-6006
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119
APPENDIX C
Participant Responses to Open-Ended Student Survey Question
Academically Underprepared Group
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PARTICIPANT RESPONSES TO OPEN-ENDED
STUDENT SURVEY QUESTION
Academically Underprepared Group
Please comment on your overall experience at Shasta College:
(Male Responses)
I like it.
I enjoy Shasta College very much.
I like Shasta but some of the teachers I have had just want to push you through and
they don’t want to teach after class at all. It bothers me when all my teachers call
Shasta “not a real college.”
Counselors need to be more helpful in getting you the right classes from the
beginning.
Some of your staff and I do not get along. Otherwise, you have an excellent
program.
They have been pretty good so far. It’s a beautiful campus.
I don’t want the bus service to be discontinued.
Shasta is giving me the opportunity to pre req classes finished before transferring
to a university.
Shasta needs more tutoring!
It’s a great community college with great teachers.
I’ve been very happy with Shasta College. It has excellent instructors.
I enjoy Shasta College a lot! I hated it a first, but I have learned a lot in one
semester. I think some of the teachers don’t have a clue about how to teach! But
Shasta College is the way to go if you don’t have a lot of money (or none). I wish
they had more free tutors. I would like to give credit to two tutors:___and___ for
helping me pass my math class and many more to come. The other tutors do not
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121
have people skills. They are hard to talk to. Can you put in a request for other
tutors like English, Science and History? I bet Shasta would have a better GPA
rate! I would use the tutors ( I need them). I would also like to say that my family
is middle class and live paycheck to paycheck, yet we do not get fin aid? I could
really use it. I work my butt off at work to pay for school only to find that I have
little time for studying! And I don’t want to take just 1 or 2 classes, college would
take too long. Thank you. Good job on the survey send more!
Good.
A lot of teachers presenting evidence/info, based on their own personal views.
Good college for a foreign exchange student but Redding is not that good.
Teachers are great. Books too expensive, but it is a great experience for me as a
student and athlete.
I like Shasta College. It’s a very good school. Everyone there seems to like it as
well.
It’s a great school and I love the price of the school.
Calm, equipped and full of books.
The college has been great. I’ve set myself up to go to school full time and work
too. The Pell Grant has helped me to attain a goal to get my AA degree and further
transfer to a 4-year college.
As an independent student at Shasta College I’ve noticed that it is easy to receive
information about financial and student services; also that they present an
environment and staff to ensure that you’ve learned something besides “making
the grade.”
I have attended for two semesters and it has gone great. The only thing that I do
not like, but it understandable, is the book prices.
Good!
My experience has been great. I have no complaints about anything. It has been a
good experience for me.
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122
I think that it is a great school.
I like the school. It is a great environment. I’m having fun!
It has been a good overall experience I have really learned a lot. However, next
semester I will be attending Sierra College in Rocklin due to no wrestling program
at Shasta.
(Female Students)
I enjoy going to Shasta College! So far it has been very fulfilling for me.
Wonderful! Excellent aviation program. Wish there were more schools that
offered it.
Overall Shasta College has been a great school to attend.
Has been good. Didn’t know of all the services offered, but I took a college
success class and found it very helpful and informative.
My overall experience at Shasta College has been very enjoyable.
The teachers have been wonderful. I’ve had three this semester I absolutely love!
The fourth, however, is quite rude. Almost everyone is friendly and courteous.
The food is even pretty good.
Nice but a little crowded...hard to get the classes I needed/wanted.
I think it’s a very good school.
Some of the program and services students don’t even know.
So far, Shasta has been an enjoyable experience for me educationally and socially.
Guidance counselors have been of little help to me!
I think this is a great college, but I have taken a lot of classes from teachers that
just don’t want to be here. (Poem attached:..Having no goals, Having no dreams,
This is how I used to be seen, I’ve come to this school, Feeling lost as most do,
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123
Sitting by trees. Or sometimes the pond, I found who I was, And learned I
belonged...)
You need to find another Anatomy teacher. I, as well as others, have felt that__
teaches over the students’ heads. He is talking to people that are already in the
medical field and practicing regularly. He tries to cram it all in and doesn’t stress
the importance of understanding. I am shocked and disappointed that more
attention hasn’t been paid to looking into his style and abilities. He is the smartest
person I know, but lacks skill in a classroom. I find the Student learning Centers
very helpful and I appreciate them very much. The vending machines need
help...most do not take dollar bills. The buildings seems to be kept in food
shape...thank you for that. But one more thing, the parking lot are inadequate.
Parking places the first day of class were impossible to find.
I have not had a very good experience because my grades have been very poor. I
am hoping to see somewhat of a change in my grades to make the experience
better. I do notice one lower end problem, the teachers won’t give you the
homework, but you must go to a friend. I don’t think this is good teaching
etiquette.
I like the environment at Shasta College, but I dislike how the smoking rules are
just ignored! The tutoring labs are very helpful and greatly appreciated!
In my first semester I was unaware of all the help there is out there. We need an
enrollment package to help us final all the different assistance programs that are
available.
So far it has been great, but I do believe the programs that are offered should be
advertised to the students more.
I’ve enjoyed my classes so far.
Overall my Shasta College experience has been good. I have had some really good
teachers where I have learned a lot and then some not so good teachers where I feel
that I have walked away with nothing. The campus and facilities are beautiful.
I think everyone should take the time and invest it in school before trying to
experience the world blindly. Sometimes we think we know it all until the one
thing that is right in front of you is so blind.
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124
I think that Shasta College is nice, clean, relaxed environment to work in.
I thank Shasta College for all the services provided.
Good, but I think they need more counselors.
I have only talked to a counselor once, and she did not really know what classes I
should take for my major.
Personally Shasta College was not for me. The counselors just wanted me in and
out, put me in the basic classes. It was all very frustrating.
I have been shown what college like is like and given a head start on my education.
I like the school and am eager about continuing.
Shasta College is a wonderful school, and it is certainly an asset to our community.
I like Shasta College. The campus is not too big but not too small either. Teachers
are friendly and care about their students.
Good, except the information I and others I know receive from the counselors is
both vague and not always accurate. I wish they were better informed.
I think that Shasta College is a wonderful school. I have not had any bad
experiences at this school, with students, teachers, EOPS, the bookstore,
everything I’ve needed has been provided due to my parents’ income. I never
would have been able to go to college. I was scared and probably wouldn’t have
gone had it not been for EOPS summer readiness, the EOPS staff and . I
thank everyone at Shasta College for everything that has been provided & made
available. Numerous doors have been opened for me because of EOPS, BOGG
grant and financial aid.
It’s o.k. I was kind of confused and needed guidance and didn’t know what to do.
I didn’t qualify for EOPS. That sucked.
Shasta College has quite good services for the students. I think, however,
counselors are bit more helpless.
Shasta College has good programs. A few teachers lacked the Spark I need to fully
understand the subject. Overall Shasta College is a great school.
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125
So far, they have been good. It is much more convenient & financially successful
than going directly to a four year university.
Great, wonderful ag program!
I like it. And I think the teachers are very helpful.
It’s the best thing I’ve ever done.
I feel that the school has a large amount of special kids (handicap) which is great
although can interfere with my studies.
I’ve had good experiences at Shasta. The instructors know their subjects and make
class interesting.
Very good.
It’s been good—but think that your distance education program needs to be
improved, and the counselors need to be more informed.
It’s been knowledgeable.
Very helpful. Need more bus service from Coming to Red Bluff.
My experience has been average. Counseling services are horrible, no straight
answers or any real help. Felt like I was “ just another one to push through.”
I was even told by a counselor, “too bad you can’t get welfare, you could get some
money.” The only counselor who has been any help (I have seen 5 different ones)
is . She is great. I will not use any unless I have to.
I love college. It’s been a wonderful experience. My teachers are excellent, they
make it interesting and challenging.
My experience at Shasta College has been enriching. I have found that four the
most part the instructors are knowledgeable and helpful. I believe my education at
Shasta College will help me as I further my education.
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126
APPENDIX D
Participant Responses to Open-Ended Survey Question
Academically Prepared Group
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127
PARTICIPANT RESPONSES TO OPEN-ENDED
STUDENT SURVEY QUESTION
Academically Prepared Group
Please comment on your overall experience at Shasta College:
(Male Students)
My experiences at Shasta College have been very successful and enjoyable. I
appreciate the extra services that Shasta College offers to students as they have
helped me tremendously.
Good so far. The teachers are great, and the campus is beautiful.
I believe cheese is a delicious substance and Shasta College is a lot like it.
I enjoy the atmosphere for the most part, the teachers and staff are enjoyable and
good instructors.
I have been involved the Fire Tech program and I have enjoyed it greatly. It’s
helped me get some classes out of the way so I can transfer to a 4-year university to
attain my BA.
I have had a good overall experience at Shasta College.
I want the environment at Shasta College to be more clean such as cigarette butts,
empty cans. I really think that we need more recycle boxes around campus for
empty bottles, cans, papers, etc. Those funds from recycling should be useful for
Shasta College budget.
Classes are too easy, boring. Can’t concentrate.
Great. I need student housing in the summer as well as during the school year.
Fine.
Sufficient.
It’s fine.
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Nice campus.
Good atmosphere!
Hard to get some of the classes that I want and lots of class time is spent listening
to teachers complain that they only work part-time. But I still like it here.
Counselors are not available! Quality is not good—information is sometimes
wrong!
Nice campus. Good so far this year.
(Female Students)
My experience @S.C. has been good, with the exception of registration and almost
all of the classes being closed.
By what I have witnessed so far Shasta College is student oriented, but I feel the
Financial Aid office could use some improvement. The Financial Aid office needs
to be more student oriented and helpful on how to apply for loans, grants, etc. I
really like how the employment office is set up and the availability of the staff that
runs it!
The counseling has been very poor! Financial Aid has been slow and not much
help! Some of the instructors are also very poor teachers; and students don’t seem
to have any recourse to correct any of these problems.
It has been good so far. There are excellent teachers and a good, useful library.
Shasta College has been a negative experience. I am not pleased with the
availability of counselors or the consistency of counselors information. My
placement records were never entered into the computer therefore I was set back an
entire semester. I will not recommend Shasta College to anyone who has high
standards or goals to achieve. For being a small JC Shasta college is very
inefficient.
I really enjoy its somewhat more conservative atmosphere. I like the close
connection between the staff and the students and I really appreciate their student
support programs such as EOP.
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129
So far so good.
It’s a great campus and a low-stress atmosphere. The teachers are enriching and
also hold somewhat of a sense of humor. I enjoy the freedom I feel everyday I
attend school. Thanks for a great experience!
The classes are small enough to know and work with others in the class. The
teachers are great and really try to help you to understand. The programs such as
SSS & EOPS are wonderful and the campus is great.
So far things have gone well. The teachers are great and tutors have been
exceptional.
I really have enjoyed my Shasta College experience. I like the majority of the
teachers, except some of them don’t really teach you anything I haven’t already
learned in high school.
The teachers were good and the classes were informative. The overall feel of the
school is much like high school. I am sorry to say that the service I received from
the counseling center and the counselors was very poor. It made it very difficult to
prepare to transfer.
It’s an alright place. The custodians are great! The counselors suck, except for
M r. and the lady who does sports people’s counseling. I really wish I could get
more help with finding how and where to transfer. The counselors just don’t know
or pretend not to know about this stuff, and it’s important. I actually had no idea
that you could borrow books and supplies. I would like to know more.
Shasta College provides a nice environment for learning. Although registering in
some classes is difficult because they are always full, the college offers great
courses and excellent teachers. Joe Vargas is the most excellent teacher I have
ever had. I am learning so much from him.
I want to use more support system, but I don’t know well.
Every teacher is kind for me about disability of language.
The experience has been good. The challenges seem to match up with what I
would expect from a university. This has helped prepare me for the future.
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130
It is o.k. The classes are kind of easy. The only problem is with the financial aid.
I would like to get it, but I make about $500 more than what is allowed to qualify.
I wish I could get it but I can’t.
Very good. I don’t qualify for any fin. aid, so I pay for everything in full on my
own. I enjoy classes, teachers, and fellow students.
I have had nothing but good experiences at Shasta. There is so much available for
the students. Keep up the good work!
A pretty good experience overall. The lunch ladies aren’t the nicest though.
Some good teachers, some bad.
I love SC!
It’s great, school keeps me very busy and sports keep me determined to succeed.
I think there needs to be more counselors to help out with further educational
goals. My counselor didn’t help me very much and told me she would be in touch
to meet once during the semester and never did.
I have enjoyed the college and especially a few of my instructors. The Learning
Centers have been vital to my success as a student. I enjoy the willing and cost
free help.
I am in my 2p 'd semester and am enjoying myself. Staff seems pleasant & I am glad
that there are services to assist lower income students reach goals.
People who are in Shasta College are very cool.
Excellent! I’ve had very good teachers, some of the best I’ve ever had!
It’s been challenging and of course educational. Shasta College is very
comfortable and a great learning environment. I’ve enjoyed taking different
classes that are creative and interesting.
My overall experience at Shasta College has been very good. I have had some
trouble dealing with counselors and getting in the proper classes though. Other
than that it has been great.
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131
I found this year that in order to get any help you have to go through the teachers
and as far as people helping with transfer I ended up calling the school directly to
get what I need to transfer.
I find that Shasta College is “over-enrolled,” meaning that it is impossible to get
into the classes that you need. This aggravates me greatly!
Shasta College does not prepare you as well as possible for tests, studying and
workload.
The instructors have been great.
I just started Shasta College and I think that people in the library and counseling
could be a little bit more helpful.
My experience at Shasta College has been for the most part, positive.
Everyone wants to go straight out of high school to a 4-yr. School. A lot of my
friends didn’t want to go to Shasta. Shasta College has been a fun & inexpensive
experience so far.
Good teachers. Bad counselors—uninformed. Good opportunity to get gen. Ed.
Taken care of—cheap.
It’s a good first college experience before going to a 4-year college.
Overall, I have had a wonderful experience at Shasta College. Even though I have
not yet taken advantage of services available at S.C. such as the tutoring and
mentoring services, I know that the will help me out greatly in achieving my
academic goals in the future.
The teaching and classes, the overall experience, is better than high school. The
opportunities to experiment and explore life and job opportunities are far better
than anything provided by high school.
My classes have been good and I have enjoyed all my teachers. My experience has
been great!
It has been good so far.
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132
As for Shasta College overall, the campus is nice, professors are very friendly and
accommodating. Admissions and Records, however, are not at all worthy of their
pay.
For the most part, it has been good. I would like to add, however, that I find it
difficult to have questions answered correcuy and help being beneficial, both in
regards to the counseling dept. It seems impossible to find somebody who knows
how to listen, and then answer concerns accordingly.
Shasta College has been a great experience for me. The services there are great
and very personal.
I like Shasta College. It has a nice atmosphere and all of the staff are willing to
help. I really appreciate the help from M r. with setting up my educational
goals.
It’s been good. The teachers are great but the women in the counseling center
could use some personality or people skills.
Counselors are too busy! I like Shasta College though. It’s a good place to start
college.
Very good school!
Good school, but I didn’t know about some of these.
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Creator
Walker Marsh, Janis Kristine
(author)
Core Title
Institutional factors affecting academic persistence of underprepared community college freshmen
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Rossier School of Education
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Doctor of Education
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Education
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University of Southern California
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Tag
education, community college,education, guidance and counseling,education, higher,OAI-PMH Harvest
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Hocevar, Dennis (
committee chair
), Baker, Robert (
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