Predictors of Postsecondary Success: An Analysis of First Year College Remediation Metadata

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Title

  • Main Title Predictors of Postsecondary Success: An Analysis of First Year College Remediation

Creator

  • Author: Baker, Emmett Andrew
    Creator Type: Personal

Contributor

  • Chair: Camp, Bill
    Contributor Type: Personal
  • Other: George, R. Jefferson
    Contributor Type: Personal
  • Committee Member: Hull, Darrell
    Contributor Type: Personal
  • Committee Member: Byrd, Jimmy
    Contributor Type: Personal

Publisher

  • Name: University of North Texas
    Place of Publication: Denton, Texas

Date

  • Creation: 2017-08

Language

  • English

Description

  • Content Description: This study was a quantitative multiple regression investigation into the relationships between campus factors of high school students graduating in 2013 who immediately enrolled in first-year college freshman level remedial coursework at a large, Central Texas two-year postsecondary institution. The goal of this study was to determine which high school campus-level factors predicted enrollment into college remedial education coursework. The dependent variable was a continuous variable representing the percentage of students from Texas public high school campuses enrolled into at least one student credit hour of remedial education during their first semester as a first-year college student. Eight high school campus-level independent variables were included in the regression model at the campus-level: at risk percentage, economically disadvantaged percentage, limited English proficient percentage, advanced course/dual-enrollment percentage, college ready math percentage, college ready English percentage, ACT average, and SAT average. Pearson correlations and linear regression results were examined and interpreted to determine the level of relationship between the eight selected variables and first-year college student remedial coursework. The multiple regression model successfully explained 26.3% (F(8,286) = 12.74. p < 0.05, r2 = 0.263) of the variance between first-year college students enrolled into remedial coursework at a large, Central Texas two-year postsecondary institution and the campus-level variables from high schools from which they graduated and indicated campus-level economic disadvantaged percentage and campus-level SAT average to be statistically significant at the p < 0.05 level.

Subject

  • Keyword: predictors of college readiness
  • Keyword: college remedial education
  • Keyword: college developmental programs

Collection

  • Name: UNT Theses and Dissertations
    Code: UNTETD

Institution

  • Name: UNT Libraries
    Code: UNT

Rights

  • Rights Access: public
  • Rights Holder: Baker, Emmett Andrew
  • Rights License: copyright
  • Rights Statement: Copyright is held by the author, unless otherwise noted. All rights Reserved.

Resource Type

  • Thesis or Dissertation

Format

  • Text

Identifier

  • Accession or Local Control No: submission_747
  • Archival Resource Key: ark:/67531/metadc1011868

Degree

  • Degree Name: Doctor of Education
  • Degree Level: Doctoral
  • Academic Department: Department of Teacher Education and Administration
  • College: College of Education
  • Degree Discipline: Educational Leadership
  • Degree Publication Type: disse
  • Degree Grantor: University of North Texas

Note

  • Embargo Note: The work will be published after approval.