GED graduates : case studies of six at-risk students who have persisted at a community college Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/dz010s759

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  • This interpretive study sought to understand how six GED graduates who dropped out of high school came to be enrolled at a rural community college, and what factors they perceived promoted or impeded their academic persistence and success. Specifically the study focused on student backgrounds, reasons for dropping out of high school, return motivations, and persistence factors influencing retention. Participants were selected based upon the following characteristics: 1) over the age of 21 2) enrolled both fall quarter, 1993 and winter quarter, 1994 3) studied for and took the GED at Yakima Valley Community College (YVCC) 4) received the GED after the test was revised in 1988 5) had earned at least 20 credits at YVCC by the end of fall quarter, 1993 In-depth student interviews and examination of student records provided data for the development of case records. Data analysis resulted in the generation of seven hypotheses. Among them were hypotheses that suggest that the GED was the key to accessing further education for returning adult high school dropouts, and that a primary benefit of passing the GED Tests was an increase in the self-confidence students needed to continue their education. The study also found that GED graduates recognized they may lack academic survival skills due to dropping out of high school, and that they were inclined to use college services for remediation. Four academic integration factors--the accessibility of a sequence of developmental classes, the existence of study skills or freshman orientation classes, the availability of tutoring, and supportive advising--contributed to the persistence and success of GED graduates. Two factors--the drive to become self sufficient, and the ability of students to develop a strong commitment to college through their faith in education to promote life changes--enabled students to persist and succeed. Participants provided evidence that GED graduates can succeed in community college as well as other students who have earned traditional high school degrees when certain academic conditions are in place. Finally, the study demonstrated the positive effect education can have in breaking the cycle of negative family attitudes toward schooling for the next generation.
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  • description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2012-11-08T20:10:42Z (GMT) No. of bitstreams: 1 FalkCherylR1995.pdf: 7710507 bytes, checksum: 414742d542bbc31f8a4c4c6a3042951d (MD5)
  • description.provenance : Submitted by John Valentino (valentjo@onid.orst.edu) on 2012-11-08T18:34:32Z No. of bitstreams: 1 FalkCherylR1995.pdf: 7710507 bytes, checksum: 414742d542bbc31f8a4c4c6a3042951d (MD5)
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  • description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2012-11-08T20:12:30Z (GMT) No. of bitstreams: 1 FalkCherylR1995.pdf: 7710507 bytes, checksum: 414742d542bbc31f8a4c4c6a3042951d (MD5)

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