Date of Award
1-1-2016
Language
English
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
College/School/Department
Department of Educational Policy and Leadership
Content Description
1 online resource (viii, 232 pages) : illustrations
Dissertation/Thesis Chair
Kathryn S. Schiller
Committee Members
Hal A. Lawson, Kevin Kinser
Keywords
delayed college start, immediate college start, postsecondary persistence, remedial education, timing of college start, Academic achievement, Developmental studies programs, College students, Educational attainment
Subject Categories
Higher Education | Higher Education Administration
Abstract
Approximately one-third of all college entrants enroll in at least one remedial education course during their college career. At the same time, large numbers of college entrants begin their postsecondary career after some formal departure between high school completion and college start. Previous research suggests that remedial education participants and delayed-start students persist in college at lower rates than their non-remedial participants and immediate-start counterparts. With such large numbers of students delaying their college start and participating in remedial education courses during their college career, it is important to fully understand the persistence implications when these three variables are examined simultaneously.
Recommended Citation
Lamb, Craig, "The relationship among the timing of college start, remedial education participation, and postsecondary persistence" (2016). Legacy Theses & Dissertations (2009 - 2024). 1652.
https://scholarsarchive.library.albany.edu/legacy-etd/1652