Graduate Thesis Or Dissertation
 

The relationship of selected academic factors to the persistence of general educational development (GED) recipients enrolled in community colleges : an Oregon study

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/02870z869

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  • The purpose of this study was to better understand the relationship between selected academic factors and the persistence of GED recipients in community colleges in the state of Oregon. With this purpose in mind, the study addressed the following research question: Is there a relationship between selected academic variables and GED recipient persistence in community colleges? In order to address this question, enrollment and academic performance information was extracted from two existing datasets on 4,785 students who had received their GED credential in Oregon and had subsequently enrolled in one of Oregon’s 17 community colleges between 2003 and 2005. Using an explanatory correlational design, frequency distributions and logistic regression analyses, the following conclusions were drawn: • Students who received a GED credential in Oregon between July 2003 and June 2005 and subsequently enrolled in one of Oregon’s 17 community colleges persisted in the postsecondary institution at a rate of 50% as defined by enrollment in two consecutive terms following receipt of the GED credential. • Students who participated in remedial coursework during their first term persisted at higher rates than those who took no remediation. • Mean standard GED score did not have a relationship to persistence. • Enrollment status, as measured by the total number of credits attempted during the first term, had a positive relationship to persistence. • Academic performance in a student’s first term had a strong, positive relationship to persistence. Taking both these findings and the results of other related research into account, the study concluded with suggestions for practitioners to help facilitate the success of GED recipients who enrolled in community college following the receipt of their credential. These suggestions included: (a) Addressing barriers to full-time enrollment through the provision of financial incentives and the use of innovative and flexible instructional delivery methods, (b) providing purposeful and comprehensive students support services, (c) implementing a mandatory placement policy, and (d) developing bridge programs between adult education and college-level programming.
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