Predictors of Postsecondary Success: An Analysis of First Year College Remediation Page: 44
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A disproportionate number of LEP students did not matriculate into postsecondary
education, and a large percentage that did often enrolled only in two-year community college
(Flores & Drake, 2014; Kanno & Cromley, 2012). When compared to their English-speaking
classmates, LEP students consistently showed lower college and university enrollment with only
6% who did not speak or read English as their primary language being successfully enrolled in a
postsecondary institution (Klein et al., 2004). Among all LEP students, Hispanic students were
less likely than all other language minority groups to be enrolled in a postsecondary institution
(Fernandez et al., 2017). If they attended college, Hispanic students were more likely to attend a
two-year community college and to be required to take college-level remedial education
coursework (Staklis & Horn, 2012). Payan and Nettles (2008) found 63% of all Hispanic
students attending postsecondary institutions were enrolled into at least one remedial course.
Bahr (2010) suggested Hispanic students were at a disadvantage when it came to persisting
through college-level remedial coursework largely due to their high school academic skill levels
upon entering college.
In regards to education research, a review of literature found there to be many factors
associated with the identification of students as at risk. The term was frequently utilized to
describe individual students or groups of students who were considered to have a high
probability of failing academically or dropping out of school. In determining the factors
specifically associated with Texas high school students, the Texas Education Code (2013)
defined a student as being at-risk of dropping out of school if:
they were under 26 years of age and not advanced from one grade to the next for one or
more school years; in Grades 7-12 did not maintain an average of 70 on a 100 point scale
in two or more subjects during any semester; did not meet satisfactory performance on
state assessment instruments; was pregnant or was a parent; was placed in an alternative
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Baker, Emmett Andrew. Predictors of Postsecondary Success: An Analysis of First Year College Remediation, dissertation, August 2017; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc1011868/m1/52/: accessed April 21, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; .