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The problem is the decrease in educational continuance of New Mexico high school students to college or university. The purpose of the qualitative exploratory case study was to gain insight into how educational administrators in New Mexico high schools, colleges, and universities perceive what factors influence students in Advancement Placement and Early College High School courses to continue to colleges or universities. Dual credit affects the continuance of education to college or university. Two research questions were used to explore educational administrators' understanding of higher education continuance based on the dual credit high school courses. Tinto's departure theory and Hersey and Blanchard's situational leadership theory served as the theoretical framework for the qualitative study. Fifteen educational administrators from community colleges, universities, and high schools in New Mexico were selected for the research using criterion-based sampling. The data collected using questionnaires and interviews were analyzed using Creswell and Poth's five-step data analysis spiral, which resulted in six themes: (a) success rate and future plans, (b) motivation, (c) finance, (d) exposure to accelerated college classes with guaranteed credit transferability, (e)the attainability of a degree, and (f) support system. The research findings are students' perceptions of support, degree achievement, and success rate. High school administrators may use the study findings to make informed decisions on high school courses, which influence students' continuance to college. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Degree attainment is a shared goal of college students, higher education institutions, and the larger society, as graduates have lower rates of unemployment, higher rates of civic engagement, pay higher taxes, and are able to better prepare future generations for academic success as compared to their counterparts (Museus et al., 2008). Additionally, institutions with higher retention rates have the chance to increase their reputation and may be presented as more prestigious to potential students and their families (Hagedorn, 2005). Despite the clear incentives for all parties, every year many students, including those at the University of Mississippi, choose to leave higher education before completing degrees. Students may choose to leave an institution for a variety of reasons, some of which include academic difficulties, forces from outside communities, and the inability to become incorporated into the campus community (Tinto, 1993). Studies by Astin (1999) and Kuh (2008) illustrate the importance of involvement (Kuh uses the term engagement) in retention and persistence. Students can become involved in a variety of ways on college campuses, one of which includes participation in sport club organizations (Rosch & Collins, 2017). This dissertation explores the relationship, if any, between participation in sport club organizations and academic success of undergraduate students at the University of Mississippi. Academic success is defined by degree attainment and credit attainment. Credit attainment is defined within the semester of participation, and the immediate semester succeeding participation. Degree attainment is based on six-year graduation rates. The relationship between variables can be explored through quantitative research methods (Swanson et al., 2005). Correlation, which does not equate to causation, would suggest the existence of a relationship between variables (Hinkle et al., 2003). This dissertation utilizes descriptive and correlation statistics to determine if a relationship between participation in sport clubs and the variables of sport participation, degree attainment, and credit attainment exist. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The interest and participation in dual credit programs and courses has grown over the past several decades, especially within Texas; however, there is a lack of research that shows how the participation in dual credit programs and courses has impacted leading and lagging student success metrics once they enroll at a post-secondary institution. The purpose of this study was to examine the impact dual credit participation had on six-year graduation rates and exceeding excess hours at a public four-year regional university in South Texas. The researcher used a non-experimental quantitative study with ex-post facto student data. The study examined leading and lagging student success measures including transfer hours, first term attempted credit hours, first-year cumulative attempted and earned hours, cumulative attempted and earned hours, first term and cumulative GPA, and graduation rates. The study population included first-time, full-time bachelor's degree seeking students who started in either fall 2015 or 2016. Utilizing independent sample t-tests, chi-squares, and binary logistic regression to test hypotheses, leading student success measures contributed to six-year bachelor's degree completion and for students who graduated within six-years, those who participated in dual credit were less likely to exceed excess hours. This study compares leading and lagging student success indicators of dual credit programs and courses as possible solutions to accumulating fewer credits to degree, lessening the probability of entering into excess funding hours, and increasing graduation rates at a public, four-year regional university in South Texas. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The United States is facing a high school dropout crisis. One of the early warning indicators of high school dropout is chronic absenteeism. This mixed-methods, post-hoc, hermeneutic, descriptive design study seeks to investigate the reported and self-reported attendance barriers for overage, under-credited (OU), at-risk, urban high school youth in a synchronous online learning environment during COVID-19. This approach allowed for a deeper understanding of the complex humanistic nuances regarding attendance barriers for OU youth; furthermore, it allowed the researcher to develop an interwoven counter-narrative to contrast the existing master-narrative for OU youth built primarily on predisposed risk factors and racial stereotyping. Utilizing two data collection instruments (attendance log entries from the school information system and a school-wide survey), two distinct groups of students were represented in this study: 1) chronically absent students and 2) frequently attending students. Results of the analysis suggest that barriers such as technology accessibility and comfort, family obligations, work responsibilities, and motivation were the leading factors contributing to attendance issues in an online learning environment. These results underscore important implications for flexible schedules that give credit for work completed with less of an emphasis on strict "sign-in" hours, such as an asynchronous learning model. Additional implications include the need for individualized schedule options based on students' work-school-home life balance, access to a hybrid learning model, and/or access to an integrative community-based care model through school-based programming opportunities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Sexual assault has significant physical and psychological impacts on victims but remains underreported, especially in higher learning institutions. The primary aim of this study was to examine college and university students' knowledge and attitudes towards sexual assault disclosure protocols and procedures in the institutions. Students' knowledge and perception of such policies and guidelines can determine their sexual assault reporting behaviors. However, students' demographic factors such as socialization, knowledge levels, and cultural backgrounds may influence their perceptions of sexual assault reporting behaviors. In this study, students' involvement in extracurricular activities and their enrollment modes were essential variables that influence attitudes towards the existing institutional policies. The first hypothesis for the study stated that students active in extracurricular activities on campus are likely to score higher when assessed on their knowledge of their campus sexual assault policy and procedure than students who are not engaged and active, while the second hypothesis stated that students with fewer completed academic credits have a positive attitude toward campus sexual assault policy and procedure compared to students with more completed academic credits. Data was analyzed using SPSS software to conduct statistical analysis. The results showed no relationship between academic credits and student perception and attitude toward campus sexual assault policy and procedure. However, the respondents who participated in extracurricular activities were more familiar with sexual assault policies and procedures. Moreover, male respondents scored higher in supporting initiatives by the campus administration in facilitating sexual assault reporting than those from other gender orientations. One of the recommendations included offering more training on sexual assault policies to part-time students in colleges and universities. Future research should focus on the effectiveness of providing helpful information to learners. In addition, other scholars should focus on how gender and age influence the under-reporting of rape and sexual assault cases within higher learning institutions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study utilized ordinal logistic regression to investigate the factors influencing the completion of dual enrollment courses among male participants in a Virginia high school program. The research aimed to address the significant underrepresentation of Black males in dual enrollment participation and credit attainment compared to their White male peers, despite equal access. Drawing from psychologist Lev Vygotsky's sociocultural theory, which emphasizes the social nature of learning and the influence of culture on intelligence development, the study investigated the predictive role of various factors, including first-generation college student status, race, cumulative GPA, English and mathematics placement test scores, and the number of attempted dual enrollment credits. Based on archival historical data, a stratified random sample of 174 high school students (both Black and White males in grades 11 and 12) was chosen, all attempting at least one college-level class during the 2019-2020 academic year. The findings revealed that higher cumulative GPAs and attempting more credits increased the likelihood of Black males successfully earning dual enrollment credits. The second research question indicated that first-generation students attempting more dual enrollment credits were more likely to succeed in earning such credits. Additionally, first-generation students with higher cumulative GPAs had an increased likelihood of earning dual enrollment credits. Students with higher cumulative GPAs and those attempting more dual enrollment credits or possessing higher placement test scores also earned more dual enrollment credits. The study's results offer practical recommendations for secondary and community college educators, emphasizing the importance of removing barriers to access. The findings underscore the necessity for further research to comprehensively understand factors impacting students' completion of dual enrollment credits. The study advocates for educators and policymakers to consider students' access to academic support and be aware of elements enhancing the likelihood of successful dual enrollment credit attainment. Overall, this research contributes to the ongoing dialogue on improving the effectiveness and equality of dual enrollment programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The problem addressed in this study was the high dropout rate and the resulting low graduation rate in alternative virtual school settings. This quantitative correlational case study examined the influence of three instructional modalities on students' credit accrual and graduation rates in one alternative education virtual high school. The three modalities of instruction included a synchronous pathway, an asynchronous pathway, and a combination of synchronous and asynchronous instructional delivery. The lens of connectivism learning theory served as the theoretical framework that supports understanding the relationships between different modalities of instruction and students' learning outcomes (e.g., accrual rates and graduation rates) in an online setting. Data were collected on the 2023 senior class, consisting of 238 students, to understand better the influence of academic services on at-risk students' credit accrual and graduation rates. While no significant results were found in this study, the school has experienced an 11% increase in graduation rate over the last four years. Further research on other school programming components may highlight contributing factors that increase student learning and result in higher credit accrual and graduation rates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

On November 2015, the Commission on Accreditation of Physical Therapy Education (CAPTE) published position papers for the 2016 changes to the CAPTE standards. One of these position papers discussed the changes in the 2016 standards related to the qualifications for the position of a program director (PD) for a physical therapist assistant. A specific qualification requirement was added stating "experience in educational theory and methodology, instructional design, student evaluation and outcome assessment, including the equivalent of nine academic (semester) credits of coursework in educational foundations." The effectiveness of this additional requirement has to date not been assessed. The purpose of this study is to determine if the addition of educational foundations preparation for PTA program directors is related to a change in student outcomes and accreditation status. Additionally, this study will explore how the program directors of PTA programs feel about the educational foundations requirement and their ability to meet the standards for curricular assessment and student outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

A quantitative nonexperimental ex post facto approach studied the relationship between student characteristics and online course retention over three different periods. The research reviewed online student characteristics like gender, ethnicity, Pell eligibility, previous online experience, GPA, total credit hours, and age to test for pre, intra, and post-pandemic changes. Chi-square, Kruskal-Wallis, and multivariable binary logistic regression tests assessed statistical differences in the data. The research found statistically significant relationships between gender, ethnicity, Pell eligibility, previous online experience, online course retention, and time period. The mean GPA, total credit hours, and age are statistically different for the periods. A statistically significant relationship existed between student gender, ethnicity, Pell eligibility, previous online experience, GPA, total credit hours, and age and online course retention over different periods. Student gender, ethnicity, Pell eligibility, previous online experience, GPA, total credit hours, age, and period significantly predict student online course retention. Future research should increase the sampling to include other geographic locations and more diverse colleges. Research should examine other variables beyond those studied that might have played a role in online student retention. Educational leaders can use this research to develop new policies and procedures to improve online student retention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The demand for science, technology, engineering, and mathematics (STEM) courses in education aligns with the need to advance society through innovation and research. Proficiency in STEM courses and curriculum is critical for nations to become global economic leaders. However, the majority of students in high school do not participate in STEM programs due to barriers to access and inclusion in these programs, particularly for underrepresented groups inferred to Students with disabilities (SWDs). The current study uses secondary data with a study population of 20,000 students from the High School Longitudinal Study of 2009 (HSLS, 2009) to analyze the relationship between the independent variable (STEM enrichment program), as well as the dependent variables (math scores, number of STEM courses, and number of high school attendants). Overall, 8.2% of students responded as having a disability that affected their ability to succeed in STEM programs, while 91.8% indicated they had no disabilities. A bi-plots between STEM enrichment versus math scores, the total number of stem credits, and college attendants of students with disabilities and non-disabled were explored to see if the increased STEM enrichment programs significantly affected student math scores. The results showed that student math scores and the number of STEM credits generally increase as the number of STEM enrichment program offerings increases for disabled students. There is no significant relationship between STEM enrichment programs and the number of college attendants, however, because disabled students go to college for other courses in addition to taking STEM enrichment programs. Although STEM enrichment programs may offer useful experiences and skills, these programs--which frequently target high school students--might not address structural challenges students with disabilities have when trying to attend higher education. Results also showed that an increase in STEM enrichment programs has little effect on both student math scores and the number of college STEM credits taken by non-disabled students. Prioritizing STEM course offerings for students who are disabled, focusing on educational programs and policymaking, could potentially impact student performance in math for both students who are disabled and students who are not. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examined teachers' perceptions of and experiences with credit recovery (CR), as well as the instructional supports, especially in reading, that teachers use to help their SWDs succeed. The study employed a mixed-methods approach that involved both descriptive statistics and qualitative inquiry. Sixty-one CR teachers from a Midwestern state responded to the "Credit Recovery Instructional Supports Survey" (CRISS), and three of those teachers participated in semi structured follow-up interviews. By completing the CRISS, participants provided descriptive information about characteristics of their schools, of their online CR courses, the purposes and descriptors of CR, the structure and implementation of CR programs, and the instructional support utilized by teachers and embedded within the CR platforms. Results of Chi-square analyses indicated no significant differences between general and special education teachers' perceptions of learning grade-level material and the perceived suitability of CR for students with and without disabilities. Analyses did indicate differences between teacher groups regarding the increase in CR usage during the COVID-19 pandemic. The semistructured interviews resulted in five common themes: student motivation, helping students achieve success, accommodations on learning management systems, teacher-provided accommodations, and reasons for being in CR. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

My study seeks to explore the extent that select secondary and postsecondary indicators predict STEM student enrollment and persistence particularly for Hispanic students. Identifying postsecondary STEM success and college readiness indicators with special focus on malleable indicators that can assist educators, administrators, and policymakers in designing and implementing educational interventions targeted at improving representation of Hispanic students that receive postsecondary STEM degrees. Currently there are few studies that use data from nationally representative samples of students to research the relationship between predictiveness of indicators and postsecondary STEM success, in particular, studies that explore which indicators differentially predict postsecondary STEM outcomes for Hispanic students and Hispanic subgroups. The goals of my research are to determine which indicators are most predictive of future postsecondary success of Hispanic students, and whether these indicators are consistent with previous research on predictors of postsecondary success (Hinojosa, et al., 2016; McClarty & Gartner, 2015). By better understanding the indicators most influential in predicting the future success of Hispanic students, interventions and program decisions can be more effectively tailored to the needs of these students to support increasing representation of Hispanic students enrolling in and persisting in a STEM major or degree. A two-stage analysis plan was implemented for this study. The first stage of analysis involved generating descriptive statistics. The second stage of analysis involved a series of binomial logistic regression models to explore differences between Hispanic students and White students, and within Hispanic group differences moderated by socioeconomic status (SES) and English language learner (ELL) status. The sample for this study was taken from the High School Longitudinal Study of 2009 (HSLS:09) that followed a cohort of students beginning their ninth-grade year of high school. Data were collected on the students in Fall 2009, three years later in spring 2012 of their 11th grade, and as part of second follow-up three years after graduation in 2016.Findings indicate variables from the conceptual framework categories of achievement, behavior, motivation, and social engagement are associated with predicting the likelihood of declaring an NSF supported STEM field of study or degree. The variables of credits earned in science, time spent on math homework/studying and science homework/studying, and participation in math activities were significant for Hispanic students compared to White students, for high SES Hispanic students and for non-ELL Hispanic students, although there was a negative association to the outcome variable for time spent on math homework/studying. Variables from the conceptual framework categories of family circumstances and school characteristics were removed from analysis because of low numbers of responses. However, results from the logistic regression models created explain between 8.9% and 33.6% of the variance in declaring an NSF supported STEM field of study or degree for Hispanic students. The number of jobs in STEM or Science and Engineering (S&E) is expected to increase significantly, and minorities are projected to account for over half of the U.S. population by 2060, with Hispanics being one of the groups to have some of the largest gains. Hispanics, however, along with other minority groups, are underrepresented in STEM or S&E careers and completion of related postsecondary degrees. Further, there is little research using nationally representative data sets that examine "the predictive power of indicators of postsecondary STEM success for Hispanic students" or within Hispanic population differences, including such factors as SES and ELL status (Hinojosa et al., 2016, p.14). Findings from this study can provide educational stakeholders with additional insights aimed at more targeted and earlier interventions and program supports to increase equitable representation of Hispanic students completing postsecondary STEM degrees. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The problem this study explored was that despite the various methods of differentiating professional development content to meet the needs of K-12 teachers, teacher professional development programming does not meet the career growth needs of many professional educators. The purpose of this qualitative descriptive study was to explore how ten K-12 California public school teachers perceived professional development models implemented by their school district and how perspectives regarding for-credit content differ in comparison to not-for-credit content. Albert Bandura's Social Cognitive Theory was used as the theoretical framework for this study. Two research question supported this study. Research Question 1 focused on public-school K-12 teachers' beliefs about the types of professional development content offered by their employing school district. Research Question 2 focused on the beliefs of veteran public-school K-12 teachers about the importance of professional development aligned with for-credit higher education units to their personal professional development. Data collection was completed through semi-structured interviews and a directed journal activity. Thematic analysis was used to identify themes, code and categorize data. Four themes emerged during data analysis. Themes provided insight into how teachers perceive professional development models in their school district and their beliefs about personal applicability of those experiences. Implications of the study include the perceived benefit of professional development to teachers in meeting professional goals, as well as the beneficial nature of access to graduate credit options, and salary schedule increases for some teachers as positive. Participants also indicated that the applicability of professional development content was heavily impacted by the opportunities to experience various teaching practices and collaborate with colleagues following the professional development experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation describes the impact of a new blended virtual program on a school district. The dissertation focuses on the 2021-22 school year, when the school district initiated a blended virtual program to help educate students. The research compared credits earned and not earned by students in grades 9-12 who participated in the blended virtual program and those students that attended school face to face. The researcher examined the findings and used the results to advocate for ongoing investment in the blended virtual program. Findings support the hypothesis that student success can occur outside of a brick-and-mortar classroom environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Systemic gaps across educational opportunities for students of color and students from economically marginalized communities continue to exist in educational contexts. As Gorski (2018) stated, public education is supposed to be the great equalizer. Yet, we can see that our meritocratic system is creating further divides between those who have opportunities and those who do not. There is an overwhelming amount of research surrounding the barriers marginalized students face when accessing Advanced Placement coursework (e.g., Ricciardi & Winsler, 2021). I see the inclusion of equal access to AP courses as a step in equalizing the opportunities for all students. My research questions were developed to assess whether students and families in a Title 1, high-minority school view the inclusion of AP courses as a worthwhile initiative to pursue. My research questions were: 1) What do students and family members in a Title 1, high-minority school say about Advanced Placement coursework? And 2) In what ways do students' and families' perceptions of Advanced Placement align with their views and goals for the future? I adopted a qualitative study design to honor the voices of the participants to understand better what the students themselves think about AP and allow their voices to guide what we do moving forward as a school. Through systematic data analysis, I identified four major themes. The themes included the primary decision-making role of students when choosing courses, the varying roles of teachers in students' academic and emotional support, the lack of clear alignment between AP coursework and students' future goals, and the influence of self-efficacy on course choices and success. Additionally, the students and parents viewed access to these courses as an equitable action step for the school. The findings of this study suggest that more work needs to be done to ensure students have access to all possible rigorous course options available. Schools must develop a mechanism for ensuring information is shared with students and parents on the various rigorous course offerings available so that students and parents can make an informed decision regarding course selection. Descriptions of courses and the purpose of specific courses must be made available in the languages prevalent in the community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In four years of high school education some students do not achieve the appropriate number of credits to receive a diploma. To support over-age, under-credited students, each high school has to intervene. Schools need to find ways to help students receive the credits needed, allow students to go beyond four years to graduate, or drop out of high school. In many cases, students become under-credited after the first year of high school. While schools may easily determine who the under-credited students are, how, or even whether the issue is addressed before the second or third year of high school many times is arbitrary. Many under-credited students are at the mercy of a haphazard system dependent on a competent, caring school counselor. Processes, like regular transcript reviews, are only effective when specific school employees, including school counselors, building-level administrators, or district-level administration see it as a problem. This research will focus on rural, suburban, and urban public high schools in the Commonwealth of Pennsylvania and the ways and extent to which their students are on track to achieve the correct number of credits to graduate. This qualitative descriptive research will include an Executive Summary including best practices for supporting over-age, under-credited students available to the Commonwealth's Intermediate Units. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

High school graduation rates gradually increased to 80% until 1968, at which point there was a steady decline until 2002 when the passage of No Child Left Behind required states to measure and increase graduation rates for all students (Kamenetz, 2015). With this greater accountability in place, educators readily identified ninth grade as a critical year for improvement (Dedmond et al., 2006). On-track indicators were identified for academic and behavioral measures, as well as student engagement (Haueser & Koenig, 2011). Schools have implemented transitional programs such as peer-led programs (i.e., Link Crew or Peer Group Connection) and Freshman Academies to improve student success and subsequent graduation rates (Dedmond et al., 2006). This causal-comparative, nonexperimental study compared ninth-grade transition programs for improving academic, behavior, and student engagement of ninth-grade students in a traditional or ninth-grade transition program cohort. Results of this study did not find statistically significant differences in credits earned and discipline incidents between cohorts. Statistically significant differences were found in grade point averages (GPAs), rates of promotion to tenth grade, and attendance. The traditional ninth-grade cohort had higher GPAs and rates of promotion to tenth grade as well as fewer absences than the cohort who experienced ninth-grade transitional programs. The results of the Student Engagement Instrument (SEI) for measuring student engagement revealed statistically significant differences between cohorts, with the ninth-grade transition program having higher overall SEI scores as well as higher subscales of affective and cognitive engagement. The results of this study may have been impacted by the COVID-19 pandemic. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this narrative qualitative dissertation was to develop an understanding of how radiographers perceive the value of continuing education as well as the process of earning continuing education credits and its role in their practice. To achieve this purpose, seven participants were interviewed using a semi-structured interview protocol. Responses to interview questions were viewed through Fink's Significant Learning Experiences taxonomy to answer these research questions: What factors are most important in the decision-making process of clinical radiographers and radiography educators as they select opportunities for mandatory continuing education? How much, and in what ways, are continuing education activities valued by clinical radiographers and radiography educators? What specific factors may make the continuing education program more valuable to clinical radiographers and radiography educators? The interviews were transcribed and analyzed using general inductive analysis, and coded. Findings indicated that radiographers generally do not value continuing education or the process of obtaining it. Continuing education is generally not transferrable to the workplace due to the highly theoretical nature of most continuing education activities. Participants referenced the ease in cheating on continuing education activities and the "useless" nature of continuing education as well as highlighting the participant recommendations that 25-50% of the continuing education credits should be earned in person and not through directed readings. These findings highlight the need for a restructuring of the continuing education process if the activity is to provide value to radiographers. Suggestions for restructuring continuing education included allowing experiential learning, software used in clinical applications, and simulations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As the number of rural, first-generation college students continue to rise, there was a gap in the literature regarding post-secondary enrollment and the self-efficacy of these students who participated in asynchronous credit recovery in high school to complete a high school diploma. In this qualitative, narrative study, I examined how completion of an asynchronous online credit recovery program influenced the perception of self-efficacy or rural, first-generation college students regarding academic success and social-emotional preparedness. Nine participants from rural towns in South Georgia provided insight related to their perceptions of their experiences in credit recovery. All nine participants perceived positive influences on their self-efficacy regarding academic success such as the improvement of individual work habits. These students also perceived the experience helped increase their awareness of the benefits of academic success, as well as environmental factors that contributed to academic success. Participants perceived credit recovery had no effect on their interaction with their peers or participation in campus activities or campus involvement. Participants did perceive self-advocacy as a direct result of having participated in credit recovery and had a positive perception of their self-efficacy regarding social-emotional preparedness. Factors that affect the retention of rural, first-generation college students' academic success and social-emotional preparedness and understanding the students' perceptions of their self-efficacy may lead stakeholders to have a better understanding of the needs of these students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This non-experimental, quantitative study investigated the association between the number of high school mathematics credits earned and college attendance. Specifically, this study examined the relationship for graduates of Kansas City Missouri Public Schools (KCPS) and Kansas City Kansas Public Schools (KCKPS) in the 2017-2018, 2018-2019 and 2019-2020 school year. Research has shown that to be college and career ready, students need to complete at least four math courses in high school (Darolia et al., 2020). This study investigated the college attendance rates of high school graduates from two districts, one which required three math credits for high school graduation, and another which required four. Utilizing descriptive statistics, this study analyzed data sets from both school districts, merged with data from the National Student Clearinghouse (2021) to determine if there were statistically significant differences between the college attendance rates of graduates. KCKPS graduates were found to take 0.76 more math credits than KCPS graduates. When looking at college attendance, the findings suggested that graduates of KCKPS attended both two and four-year colleges at a statistically significant higher rate than KCPS graduates when controlling for grade point average and ACT composite score. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examined how traditionally least advantaged populations of urban American midwestern high school students were affected by the pandemic compared to non-least advantaged peers. Previous literature recognized achievement gaps between students in the following groups prior to the COVID-19 pandemic: (a) traditionally least advantaged ethnicities (Hanushek et al., 2019; Ladson-Billings, 2006; Noguera, 2009), (b) students with special needs (Cohodes, 2018; Gilmour et al., 2019; Noguera, 2009), (c) students whose native language was different from the language predominantly spoken at school or English language learners (Fry, 2008; Garcia et al., 2012; Hyock, 2001) and students coming from low socioeconomic households (Chamielewski, 2019; Hanushek et al., 2019; Ladson-Billings, 2006; Noguera, 2009) in comparison to their peers not represented in the aforementioned sub-populations. Also, students not obtaining sufficient credits each semester to stay on pace for graduation have been identified as having a predictor of students not graduating (Allensworth & Easton, 2007; Heppen et al., 2017; Herlihy, 2007). Students were grouped by levels of low, medium, and high At-Riskness to determine if there was a significant correlation and/or difference between student achievement rates before and during the pandemic on credits earned and grade-point averages (GPAs) each semester. The data showed that as students accumulate at-risk factors their achievement declined, during the pandemic there was a disproportionate decline in achievement by the most at-risk. This study calls for a re-examination of how to educate through crisis. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This case study used qualitative research methods to examine the role faculty play in the application of a general education policy mandate in the state of Missouri. Senate bill 997 required that general education be transferable between all public colleges and universities in the state. To aid in this endeavor, a committee made of faculty representatives from those colleges and universities were to consult on that curriculum and review courses to be included in a shared set of general education courses. For this research, ten members of this committee responded to surveys, eight of those ten members were interviewed, and primary documents were analyzed to search for patterns in structure and power manifestation. This data was analyzed using Freire's (1970/2000) banking concept and Bolman and Deal's (2013) structural frame. The results were that faculty expertise was central to committee selection, but preparation for this work was not a priority. Additionally, selection processes for this committee were inconsistent. The curricular work for this committee was intense and came with little reward or structural support. Faculty expected the work to be more advisory instead of policy creation. And, there were many narratives of power. These findings indicate further investigation into the structure of faculty roles in policy work, especially in regard to curriculum, are needed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The transition from middle school to high school is known to be one of the most critical times in a student's educational career. Ninth-grade students walk into larger schools; for some physical, emotional, and social developmental stages initiate; many encounter new demands of more rigorous academics; opportunities for participation in various extracurricular activities; possible new scheduling format; the responsibility to think critically and make sound decisions to select the appropriate peer group of association; and the task to foster new relationships with a new support group of adults--teachers, counselors, administrators, organization sponsors, and more. All these moving parts can be overwhelming for ninth-grade students which could cause them to experience transitional difficulties. Therefore, schools must be intentional to offer systems of support to help scaffold the ninth-grade transition. Advancement via Individual Determination (AVID) is a college readiness system that has been implemented in more than 7,000 schools in 47 states, across the United States and other countries. AVID's mission is to close the opportunity gap by preparing all students for college readiness and success in a global society (AVID, 2020). This study analyzed ex post facto data from urban high schools in three different school districts. The purpose of the study was to investigate the impact AVID enrollment had on first-time ninth graders by the examination of the five contributing factors: grade point averages (GPAs), attendance rates, behavior referrals, earned credits for on-track promotion to the 10th grade, and end-of-course (EOC) state assessment scores. The analyses were conducted among four ninth-grade cohort groups: first-time ninth graders who were enrolled in middle school AVID only (MS AVID Only); first-time ninth graders who were enrolled in middle school and ninth-grade AVID (MS & ninth AVID); first-time ninth graders who were enrolled in ninth-grade AVID only (ninth AVID Only), and first-time ninth graders who were never enrolled in AVID The researcher administered a one-way analysis of variance to analyze the results of GPAs, attendance rates, and behavior referrals. Chi-square of independence was utilized to analyze earned credits and EOC state assessment scores for Algebra I, Biology, and English I. The analyses provided data which reflected whether a statistically significant difference exists. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Student success courses are a common strategy for addressing student retention in higher education. Though the literature implies positive effect on student outcomes, few studies have explored factors contributing to their efficacy, especially within the community college context. The purpose of this modified Delphi study was to identify essential curricular elements and implementation factors in high-impact success courses offered to community college students. The study engaged a panel of 33 experienced success course instructors currently working in community colleges across the United States to evaluate the essentiality of curricular elements and implementation factors within these courses. Through four rounds of consideration, the panel reached consensus regarding the essentiality of 33 curricular elements and 21 implementation factors. Findings support community colleges in planning success courses to improve institutional and program completion rates by identifying what is standard and necessary for delivering a course to positively impact student outcomes such as credits earned, GPA, persistence, degree completion, and other personal development goals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The Child Care Apprenticeship Program of Pinellas (CCAP) was created by an advisory committee made up of local childcare facility directors, in 1989, in response to the need for better training in the community. CCAP is a two-year program that emphasizes 4000 hours of on-the-job-training and 288 hours of classroom instruction credentialing working preschool teachers. The program is designed for apprentices to complete only 2000 on-the-job training hours and 144 hours of classroom instruction when they pass an assessment during the orientation of the program. Upon completion of the program, apprentices receive the Florida Staff Credential for children ages birth to five years old and are eligible to teach voluntary prekindergarten (VPK) classes as part of the kindergarten readiness initiative through the Office of Early Learning (2019). This program is held online and face-to-face at two campuses in Pinellas County located in Clearwater and St. Petersburg, Florida. Overall, there are about 100 apprentices enrolled in the program between the two campuses. Currently, CCAP is in the implementation stage of providing a higher level and highly sought out credential, the National Child Development Associate (CDA). The program is also in review of the curriculum to update the framework standards by the Summer of 2022, as required by the Florida Department of Education Registered Apprenticeship office. The purpose of this case study is to strengthen child care training and credentialing needs in Pinellas County through a case study of the Child Care Apprenticeship Program (CCAP) at Pinellas Technical College. CCAP has not updated its framework standards since 2007. In the fall of 2020, after an audit of the program by a representative from the Florida Department of Education Registered Apprenticeship Office, the coordinators were asked to formally update the program framework. Enhancing the CCAP curriculum will strengthen the early childhood education workforce in Pinellas County when the program is able to provide high-quality training for the enrolled apprentices by updating the program standards. This evaluative case study explores the following two research questions: 1. What are the perceptions of the current CCAP curriculum? 2. What are the perceptions regarding the National CDA versus the Florida Staff Credential? Semi-structured interviews were conducted on eleven participants to include all six of the CCAP staff members, as well as five of the six advisory committee members. These interviews gathered their perceptions of the program curriculum and credentials. Transcripts and program documents were analyzed through two cycles using NVivo software and an inductive approach to create themes to identify recommendations for program improvement based on the perceptions of the participants in the study. There were two dominant themes interpreted from the analysis of initial codes and phrases that were determined through a word frequency count. However, these themes translated into differing meanings within the perceptions of the participants. As such, four sub-themes were developed to further clarify the data. The analysis from the data found that there is a perception that the child care industry is constantly evolving, and therefore an opportunity exists to review the current curriculum and make appropriate changes. Specifically, the data showed that the participants felt there were opportunities to fill the gaps in the curriculum related to three of the five current course components to include classroom management, leadership, and guidance. Additionally, an analysis of the data also revealed that there are opportunities outside of changes to the curriculum standards that can better support the apprentices, such as delivery method and preparation into the program. In conclusion, there are very few studies on apprenticeship models in the early childhood education field. The opportunity for free high quality professional development and credentialing for the field is a positive attribute for Pinellas County. Thus, the need for ensuring that CCAP has a strong and robust curriculum, that meets the needs of the local community child care workforce in Pinellas County, is crucial for maintaining the integrity of the program and attracting more apprentices in the field. This case study provides an opportunity for CCAP to potentially strengthen the current early education workforce in Pinellas County and in-turn provide additional high-quality preschool options for the local community by updating its curriculum framework to best serve the industry needs. As such, further research, to include the perceptions of the past and current apprentices, would be beneficial to better determine which types of supports would be best suited the program needs, as well as specific content updates to the curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Career and technical education (CTE) has dramatically changed over the last 50 years. Because of this major shift of understanding in purpose and benefits, the role of the education system is vitally important in raising awareness and reshaping the perception of CTE. This research focused on the influence of high school stakeholders, specifically administrators, counselors, teachers, and other staff on high school students' CTE course enrollment. Additionally, the study explored which high school influencer is most likely to produce CTE concentrators--students most prepared to work in a specific field or industry by obtaining credits or certifications in a concentrated field. The study also identified the most common influencers in a high school building and at what stage the influencer changes in the CTE concentrator process. Suggestions for further research and professional learning regarding CTE and nontraditional education biases were explored. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation includes three essays that examine the potential of policies, interventions, and curricula in improving transitions to four-year colleges and universities in the U.S. The first essay provides a novel investigation of New York City's adoption of SAT School Day (SSD), which provides universal access to college entrance exams for high school juniors. I examine the causal impact of the policy on SAT taking and four-year college enrollment patterns for the first three post-policy cohorts. Using a two-way fixed effects differences-in-differences (DID) model, I find that the SSD policy increases SAT-taking rates by 20% but has little impact on four-year enrollment. These findings suggest that increased college entrance test participation alone is not sufficient to increase enrollment to four-year colleges. The second essay provides a systematic review and meta-analysis of 19 studies on the causal impact of late pre-college advising interventions, which I refer to as LPCAIs. LPCAIs aim to connect juniors and seniors with pre-college advisors to guide them through the complex college application process. The studies use experimental and quasi-experimental designs to identify the causal effect of LPCAIs on postsecondary enrollment outcomes for historically underrepresented students. I find that the offer of an LPCAI, on average, increases postsecondary enrollment and improves institutional choices. However, the in-person advising format accounts for nearly all of the positive impact derived from LPCAIs. Several implications of these findings are discussed, particularly in the context of COVID-19. The third chapter presents a correlational study that uses transcript data from a statewide community college system to estimate how well GPA, credit accumulation, and course taking at community college predict upward transfer and baccalaureate completion. While GPAs and credit accumulation rates in all academic branches are strong, positive predictors of transfer, GPAs in humanities are significantly more predictive of transfer compared to GPAs in non-humanities branches. GPAs and successful credit accumulation rates in humanities courses are also associated with greater likelihoods of baccalaureate completion, conditional on transfer. However, humanities courses are equally valid predictors of baccalaureate completion as courses in other academic branches. In contrast to strong academic performance, taking more courses in humanities, although associated with greater likelihoods of vertical transfer, is associated with lower likelihoods of baccalaureate completion. Taken together, these essays contribute to our understanding of approaches to improve transitions to four-year colleges and universities. They also highlight the importance of academic preparation and advising within transitional pathways. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation consists of three papers. Online Learning, Offline Outcomes: Online Course Taking and High School Student Performance. This paper uses fixed effects models to estimate differences in contemporaneous and downstream academic outcomes for students who take courses virtually and face-to-face, both for initial attempts and for students taking courses for credit recovery. We find that while contemporaneous outcomes are positive for virtual students in both settings, downstream outcomes vary by attempt type. For first-time course-takers, virtual course-taking is associated with decreases in the likelihood of taking and passing follow-on courses, and of a measure designed to proxy for graduation readiness. For credit recovery students, virtual course-taking is associated with increased likelihood of taking and passing follow-on courses, and of being in line for graduation. Supplemental analyses suggest that selection on unobservables would have to be substantial to render these results null. Bridging School Data Use in Principle and in Practice. This paper seeks to better understand the practice of data use for improvement in schools, as well as how well research literature on school data use captures the process as it unfolds in practice. To do so, I first synthesize leading research literature to create a framework reflecting the "in principle" guidance for school data use. This framework is then used to describe and understand the practice of data use in a high-data-use school over a two-year case study. My primary finding is that while the "in principle" guidance for data use captures many important components of the process, it understates the complexity in the relationships between these components. The consequence of this understatement is a bifurcation of the supports required for data use and the process of school data use, belying the reciprocal interdependence that I argue better describes their connectedness. Allocations and Expectations: Comparing Teacher Reports of Virtual and Face-to-Face Instruction. This paper relies on a teacher survey asking teachers to describe their experiences teaching both in face-to-face classrooms and in a well-established statewide virtual learning system. The responses are used to create two groups, face-to-face and virtual, made up of the same set of individuals. I then compare the similarities and differences between the two learning modalities. Statistically significant differences are found in the time allocated to several common teaching tasks, in several aspects of the work environment, in expectations for common materials and practices, and in the overall impression of the curriculum and materials. Ultimately, my findings point to a need for more research of this type to better understand the practice of virtual instruction and how it differs from traditional face-to-face instruction. For policy and practice, this work also suggests a need for greater recognition of these differences, and the strengthening of systems to support and prepare teachers and administrators to be effective in virtual instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

During the spring of 2020, the COVID-19 pandemic forever changed the lives of Americans. Being an educator, I experienced the school shutdowns of March 2020 and felt the impacts on our educational system on a personal level. More students than ever failed courses needed to be promoted and to graduate high school. This led to more students at my school needing to take VirtualSC credit recovery courses. VirtualSC credit recovery courses are fully virtual and have no face-to-face interactions with teachers. Instead, they are self-paced courses that provide students with learning modules that they move through as they master each unit. Given the social isolation that many students experienced during the school shutdowns, my experience as a school counselor led me to believe that our school needed to provide more social support and academic remediation for students who would continue to take fully virtual courses even after they returned to in-person learning. The purpose of this improvement science research study was to answer the research question: What impact does blended learning have on students taking virtual credit recovery? The Theoretical Framework that guided this study was Trauma-Informed practices due to the academic learning losses and the negative social-emotional toll that students experienced during the COVID-19 school shutdowns from Spring 2020 through the 2021 school years. This study involved providing blended learning to a class of 28 freshmen students taking a VirtualSC credit recovery course that they needed for graduation. Students were provided with a daily class period during the semester in which they had consistent internet access, an academically supportive classroom environment, and face-to-face certified teachers who could help them in real-time in their courses. A mixed-method research design allowed for multiple modalities of data collection to be gathered and analyzed. Qualitative data provided an understanding of both students' and teachers' perceptions of how a lack of in-person teaching and social interactions led to an increased need for credit recovery courses as well as an increased need for social interactions among student peer groups and between students and teachers. Quantitative data provided evidence that there was a significant relationship between the blended learning interventions that were established and implemented in this study and credit recovery passage rates. The research findings supported using blended learning to help academically at-risk students pass their credit recovery courses and get back on track to graduation in four years. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Certification in the public health workforce is key to professionalizing public health. However, professionals who are certified in public health (CPH) are allowing certification to lapse by failing to report earned public health continuing education (PHCE) credits. As a result, the National Board of Public Health Examiners (NBPHE) is not able to track continuing education of the public health workforce or to ensure that their public health knowledge remains current and within standards of best practice. To address this problem and increase rates of maintenance of certification, a sequential quantitative, qualitative action research study was designed using the theory of planned behavior as the theoretical framework. Implementing an intervention that was designed following the principles of the endowed progress effect, recently certified CPH certificants were invited to participate in the intervention, which trained participants to report PHCE and then offered one PHCE credit for completing the training. After the intervention was implemented, the CPH certificants were asked to complete a theory of planned behavior questionnaire. The questionnaire participants were divided into two study groups and independent measures t-tests were conducted to determine if participants who had completed the intervention displayed greater intention to maintain certification and higher rates of PHCE reporting. Individuals displaying the highest intention were then interviewed and profiled to further contextualize the results of the questionnaire. The study group that participated in the intervention demonstrated higher intention to maintain CPH certification and reported a statistically significant higher number of PHCE credits. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The quantitative causal comparative study focused on credit transfer policy effectiveness for students transferring from unaccredited institutions to faith-based accredited institutions. The purpose of the study was to determine the extent to which there was a difference between completion outcomes for students transferring from unaccredited institutions to accredited faith-based institutions which employed Association of Biblical Higher Education (ABHE) derived credit transfer guidelines when compared to students transferring from accredited institutions. The purpose also included the extent to which there was a difference between outcomes for unaccredited students between the two institutions. The study included the use of a 2x2 factorial design with two independent variables, two dependent variables, and employing two factorial analyses of variance (ANOVAs) to answer four research questions. The sample included 414 transfer student records from two Midwestern faith-based colleges. Data analysis showed a statistically higher percentage of four-year program completions for unaccredited transfer students when compared to their accredited transfer counterparts. Further, data analysis indicated no statistically significant differences in student outcomes between unaccredited and accredited transfer students for time to complete a four-year degree. Additionally, data analysis showed no statistically significant differences between the two combinations of ABHE transfer policy guidelines at the two institutions. Finally, data analysis showed unaccredited transfer student program completion rates and time to complete were more favorable than for accredited transfer students in every category. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Credit recovery programs utilize an asynchronous online learning platform that is designed for students who are repeating a course they failed in a traditional classroom setting. Although there is a limited body of literature on credit recovery programs, credit recovery is increasingly being used in districts across the country to meet the needs of students who lack the required number of credits to graduate (Viano, 2018). The credit recovery programs researched in this study are designed for students to demonstrate that they have mastered sufficient content in a course in order to earn graduation credit. This instructional approach allowed students to work through course content at their own pace and enabled them to earn course credit in a reduced period of time. In this qualitative study, I capture the experiences of Black students enrolled in credit recovery programs. I sought to answer the following research questions: (a) What are Black students' experiences in credit recovery programs? (b) To what do participating students attribute their success? (c) What barriers discourage students' efforts to complete credit recovery courses? The theoretical framework for the study was built on the foundation of Critical Race Theory (CRT) (Delgado & Stefancic, 2012). In conducting this study, I relied on in-depth interviews and lab observations as my primary data collection methods. The reader is afforded the opportunity to view credit recovery through the lens of my study participants, all of whom were Black high school students who were at least 18 years old and enrolled in at least one credit recovery course. My study findings reveal that the participants experienced academic challenges in the past but still want to succeed. I also found that students felt more accountable for their own learning in credit recovery settings. They reported performing better in the focused learning environments that the credit recovery labs provide. However, I also found that lab facilitators played limited rather than active roles in guiding individual student learning. Participants acknowledged that they were motivated by having an opportunity to meet their ultimate goal of graduating. Importantly though, the findings from my study revealed that students may develop computer fatigue and become bored and isolated while in credit recovery programs. These significant barriers can discourage participants' efforts in completing their credit recovery course. The findings of my study led me to question the instructional strategies that are being utilized in traditional classrooms and whether credit recovery is an effective learning solution for Black students who previously failed in the traditional setting. I concluded that credit recovery is not ideal but is better than not having anything at all. In the end, all stakeholders should collectively work to ensure that the proper support follows this sub-group of students, so they can achieve their highest potential and reduce the drop-out rate of Black students across America. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Virtual education has been touted as a potential solution for reaching students who might be considered lost to the traditional education system or who have reached their last educational alternative. Online learning and virtual schools are a new phenomenon and are growing at ever increasing rates. Despite this growth, limited research has been conducted on their effectiveness for students with disabilities. The lack of a single reporting agency on students attending virtual schools creates barriers in researching whom the students are, why they are choosing to leave and how this move to a virtual program affects their academic achievement and advancement, especially in grade promotion and graduation. This concern is magnified when research shows that students with disabilities are also choosing virtual schools at what some have called a critical rate, with very little empirical research on the effectiveness of virtual education for students with disabilities. This retrospective longitudinal study will provide demographic information of high school students with disabilities as well as examine variables such as type of teacher contact, length of enrollment, and enrollment grade level on credit attainment while attending a full-time virtual education program. Factors such as length of enrollment, total number of successful teacher contacts and a student's credit attainment prior to enrollment were all found to significantly impact a student's average credit attainment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

General educators have a duty to expose students with learning disabilities to academic core instruction; however, research has shown that many educators do not believe they have been equipped through their teacher preparation to implement the necessary instructional strategies to support this group of diverse learners. This quantitative, non-experimental causal-comparative research study explored general educators' perceptions of their preparedness and ability to provide academic core instruction to students with learning disabilities as related to their belief that students with a learning disability can succeed in an inclusive classroom, their openness to developing personal and professional relationships to provide instructional supports for students with a learning disability in an inclusive classroom, and their willingness to create an accepting learning environment where all students, including those with learning disabilities can learn based on the number of academic credit hours or professional development credit hours they have in special education (0 - 5 hours and 6 or more hours). A sample of 87 general educators in a small rural school district in Tennessee completed the Attitudes towards Teaching Students with Learning Disabilities (ATTSLD) survey instrument and a demographic survey that asked about their academic and professional development credit hours in special education and the number of hours they provided instruction to students with disabilities. An independent-samples t-test was used to test for statistically significant differences between the variables of interests. Cross tabulation tables were used to produce frequency tables of the intersecting variables of interest. Results indicated that there were no statistically significant differences overall between groups of general educators' perceptions of their preparedness and ability to provide academic core instruction to students with learning disabilities in inclusive classrooms based on the number of academic credit hours they have in special education. The results also indicated that there were no statistically significant differences overall between groups of general educators' perceptions of their preparedness and ability to provide academic core instruction to students with learning disabilities in inclusive classrooms based on the number of professional development credit hours they have in special education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Despite reforms in federal and state laws to address educational equity, students with disabilities still often underperform their peers across academic outcome measures (i.e., school attendance, academic achievement and grade point average, graduation rates, and school drop-out). While researchers have suggested both individual and contextual-level factors to explain the disparity in these outcomes, there is a shortage of research examining the educational experiences of students of color with disabilities in alternative schools. Across four school years, this study quantitatively investigated the academic outcomes of students with disabilities enrolled in an alternative high school network for students who had previously dropped out of public schools. Outcome measures were further investigated across demographic variables such as race, gender, age, and disability category. After quantitative analysis occurred, school stakeholders were interviewed to gain a more in-depth understanding of the contextual and individual factors that act as assets, mediators, and barriers to the academic success of students of color with disabilities. Quantitative results suggested that academic mediators, access to the general education classroom, race, and disability category significantly impacted whether or not a student graduated. Qualitative findings indicated the importance of teacher-student relationships, how educational structures and policies facilitate student success, and how individual-level factors interact with contextual factors. Implications and recommendations for Disability Studies in Education and special education are also discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examines the relationship of expected family contribution (EFC) with student success for 427 freshmen students enrolled at Belhaven University in the Fall of 2016 and 2017. Success is measured by grade point average (GPA) and credit hours completed during the student's freshman year. These two critical factors are used to determine a student's satisfactory academic process (SAP). While measuring SAP is important, the contradiction between the university SAP and the SAP required by the state of Mississippi to remain eligible to receive funding are often in conflict. Linear regression was used to determine if there was a correlation of EFC to GPA and credit hours completed, while an independent sample t-test examined if the difference in actual GPA and credit hours completed means were significant when EFC was segmented between high and low ability to pay. The findings of this study affirm previous research that can provide administrators with actionable insights on professional practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In an attempt to maintain on-time graduation rates and reduce dropout rates, school districts, such as the one in this study, implement credit recovery programs. In an effort to improve student graduation rates and address graduation disparities, the Virginia school district in this study implements a summer credit recovery program that utilizes accelerated online learning as opposed to traditional direct instruction. This study sought to evaluate the effectiveness of the summer program as it relates to the success of student credit recovery and verified credit achievement to determine if there is a correlation to program participation and remaining on-track for on-time graduation. The program evaluation focused on the short term outcomes of the summer online credit recovery program for high school students. The study analyzed four years of post ex facto data. The findings show a relatively high rate of participation of economically disadvantaged, special education, and Black students. The results of this study show that the online credit recovery program is an overall effective instructional method for students in need of recovering failed credits. Results show significant success for students enrolled in English and math courses, a moderate level of success for social studies courses, and a marginal level of success for science courses. There is no correlation between final course grade and accompanying SOL test, and the SOL pass rate was 23%. Ultimately, participation in the summer online credit recovery program proved likely to keep students on-track for on-time graduation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The researcher conducted a quantitative study to compare the differences in scores on prescriptive and cumulative tests of high school math students between blended and online learning instructional settings. The researcher collected archival data from the district where students participated in blended or online learning instructional settings from 2008-2018. Participants included students who took one or more required high school math courses for the purposes of credit recovery. The prescriptive test, which built the needed math course based on student responses, was taken at the beginning of the course. Upon completion of the course, students took a cumulative test. Differences in percent scores were sought to help determine which environment was most effective for students. Report card grades were also used to determine whether a relationship existed between student performance and instructional settings. A web-based learning instrument was modified for this study to measure students' perceptions of the two learning environments. Students who previously took an online or blended course using the software program, Edgenuity, were given the opportunity to take the survey. The purpose of this quasi-experimental pre and posttest study with additional student surveys was to determine whether the blended or online learning setting was the most effective approach of technology use in high school math credit recovery courses. Difference in percent scores between the prescriptive and cumulative tests and between the two environments were discussed and recommendations offered for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Since school age ELs are the fastest growing population, it is even more critical that ELs not only graduate high school, but graduate college and career ready. Many EL graduates are not completing their high school education as postsecondary ready. Although the Latino population was the largest group of ELs, representing 77.1 percent of all EL students (NCES, 2015), the non-Latino EL students had a higher rate of postsecondary readiness. Asians and whites were more likely to be in highly concentrated academic courses than other racial and ethnic groups (Schneider & Saw, 2016). The significance of the study of postsecondary readiness for ELs by ethnicity was because the literature supported the problem that not only being a language minority student, but also the ethnicity of the student, could have implications for postsecondary readiness. The purpose of this quantitative study was to determine how much of the variation in postsecondary readiness was explained by the factors of ethnicity, math self-efficacy, science self-efficacy, outcome expectations, and goals, using the High School Longitudinal Study of 2009 (HSLS:09) and Social Cognitive Career Theory. The results showed that White ELs and Asian ELs had greater variance in postsecondary readiness than Hispanic ELs; however, all ELs who had goals of attaining a bachelor's degree or higher had statistical significance, too. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Algebra has often been called a "gateway" course because student performance in Algebra has often been an indicator of performance in future math courses of graduation rates. High school stake-holders have placed high priority on improving the passing rates in Algebra I and have attempted solutions such as introduction of algebraic concepts earlier or offering a double period of support. Unfortunately, failure rates have remained high, especially with at-risk students. High school administrators have turned to online credit recovery as the solution for students to remain on track to graduate. The problem is achievement in online algebra credit recovery courses because it is dependent on a variety of factors, but research investigating the characteristics at-risk students bring and what is needed to support their success is necessary to make suggestions for improving the help and support available to at-risk students enrolled in online Algebra I credit recovery. The purpose of this qualitative descriptive case study was to (1) describe characteristics at-risk students bring to online Algebra I credit recovery courses, and (2) to explore these students' perceptions of if and how the course meets their learning needs. Eight at-risk high school students who were enrolled in an online Algebra I course as their credit recovery option participated in the study. Data were collected using student interviews before and after the course and using data collected during interactive observation time with students working in their online course. Data from student interview responses and research observed interactions were analyzed to discover emerging themes. Results indicated that although students felt they were independent and prepared for an online Algebra credit recovery course, having course supports, opportunities to receive feedback and a teacher for both social emotional and academic support throughout the entire course was perceived to have a significant impact on their performance. Recommendations include providing adult interactive supports and adult mentoring for at-risk students especially for those students enrolled in credit recovery for the first time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

During the last decade, an increasing number of students with intellectual disability (ID) have taken statewide general reading assessments. Also, all states have designed and implemented alternate reading assessments for students with significant ID who could not participate in general assessments. To date, few studies have examined the reading outcomes of students with ID on those assessments and none of these studies have examined whether outcomes from statewide assessments have predictive value for students' later school outcomes. The purpose of this study was to examine the relationship between students with ID's 5th grade reading performance as measured by statewide standardized assessments and their later academic and behavior outcomes, including 8th grade reading, as measured by the statewide standardized assessment, and the following secondary school outcomes: (a) school attendance, (b) credits earned in one semester, (c) office discipline referrals, and (d) suspensions received. This study also aimed to examine whether students' ethnicity/race and the type of school attended in middle and high school had an impact on their academic and behavior outcomes. A longitudinal dataset including a sample of 400 students with ID attending schools in a Midwestern school district was used to answer this study's research questions. Regression tests were run to examine whether (a) 5th grade reading performance, (b) ethnicity/race, and (c) type of middle and high school attended significantly predicted the students' middle and high school outcomes. Regression tests revealed significant and non-significant results. Students with ID's 5 th grade reading achievement significantly predicted their 8 th grade reading achievement in the alternate assessment. Also, students' 5th grade reading achievement significantly predicted their secondary ODRs and suspensions received. In terms of ethnicity/race, White students with ID had significantly higher secondary attendance days and received significantly less secondary suspensions compared to their non-White counterparts. Finally, students with ID attending innovative schools received significantly higher secondary ODRs compared to their counterparts attending traditional schools. Implications of these results were discussed. Recommendations for future research were provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This quantitative, correlational study examined the efficacy of a selected group of academic, demographic, and enrollment characteristics as predictors of certificate completion for first-time students pursing one-year programs at a small, Midwestern technical college. Data was collected using an archival survey of records from 367 students who graduated or should have graduated between spring 2013 and spring 2017. Using logistic regression analyses, 16 independent variables were investigated. Of these, four made unique, statistically significant contributions: High School Grade Point Average, Precollege Credits at Enrollment, Compass® Writing Score, and Race/Ethnicity. High School Grade Point Average and Precollege Credits at Enrollment were the strongest positive predictors of certificate completion, showing robust results across all models in which they were evaluated. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Recent estimates show nearly 90% of school districts nationwide offer some form of online credit recovery. Additionally, credit recovery services have become one of the fastest growing areas of educational software. Despite the widespread adoption of these programs, there is a lack of scholarly research on the effectiveness, rigor, and suitability of online credit recovery. Given the popularity of online credit recovery and the mixed results that these programs have received, more study is imperative. Currently there is a dearth of research surrounding the suitability of online credit recovery for students. Much of the research conducted on virtual schooling indicates that the ideal student for this platform is autonomous, socially and emotionally mature, in possession of solid time management skills, and commands a developed internal locus of control. However, these characteristics are not typically embodied by the at-risk students primarily enrolled in online credit recovery courses. Given the disparity between the ideal online student and the typical recovery student, research examining the characteristics of students who have demonstrated success in online credit recovery could prove exceptionally beneficial. This study examined potential success factors of students enrolled in online credit recovery academic core discipline courses [English, Mathematics, Science, and Social Studies] within a school system in the mid-Atlantic region of the United States. The predictors of success in online credit recovery included student level variables: gender, race, grade-level, school discipline history, Individualized Educational Plan (IEP) status, Gifted & Talented (AIG) status, middle school state-standardized reading assessment results (reading EOG), middle school state-standardized mathematics assessment results (mathematics EOG), and middle school state-standardized science assessment results (science EOG). Student outcome (pass/fail) in the credit recovery course was the dependent variable. Descriptive statistics, chi-square, and binary logistic regression analysis were performed. Findings revealed that grade-level, IEP status, and middle school EOG results influenced outcomes in online credit recovery courses. Ancillary analyses revealed that underclassmen were less likely to achieve positive outcomes in science and social studies credit recovery courses compared to upperclassmen, and that results on 6-8th grade reading, mathematics, and science EOGs could have an influence on performance in science recovery courses. Possible implications of these findings are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Students who fall behind in credits in their first years of high school are at risk of not graduating. William Penn High School (WPHS) offers students who fail courses the opportunity to make up lost credits by using an online option called the WPHS Credit Recovery Program. The WPHS Credit Recovery Program is designed to keep students on the path toward graduation. It has been assisting students since 2012, but has never been evaluated. Currently the courses in the program consist of video lessons followed by multiple-choice assessments. Common Core State Standards (CCSS) require a level of rigor that the current program may not provide. This is an evaluation of the WPHS Credit Recovery Program using quantitative and qualitative measures. Colonial School District Curriculum and Instruction experts evaluated the following credit recovery courses, English I, English II, Integrated Math I, and Integrated Math II, on a custom rubric created by the investigator for this study. Students in the WPHS Credit Recovery Program completed a Likert-type survey about their perceptions of online learning and traditional classroom learning. A focus group interview was conducted with students who failed either English or Integrated Math during their first two years of high school. Teachers of English I, English II, Integrated Math I, and Integrated Math II participated in a separate focus group interview. Student records from 2013-2014 and 2014-2015 were reviewed to see if students benefited from the program. Results of the evaluation revealed a program that is lacking in quality with low rigor courses that do not align to CCSS. Perceptions of the WPHS Credit Recovery Program differed between WPHS students and teachers. The program is not without merit; more students who participated in the online WPHS Credit Recovery Program graduated compared to students who did not participate in the online credit recovery program. Retention of the WPHS Credit Recovery Program is proposed since the program helps students meet graduation requirements. Recommendations are offered for program improvement, including the formation of a credit recovery team to guide a major redesign of the WPHS Credit Recovery Program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As higher education enrollment patterns have changed, so too has the focus for institutional administrators. The community schools model is currently being piloted in New York State in an effort to increase the bleak retention and persistence rates of community college students. College students have been shown to be retained at higher rates when they are engaged in supportive services on campus. The Jefferson Community School program was designed to meet the non-academic needs of the community college student population of a rural campus in Northern New York. This program included food pantry, transportation, and childcare services at no cost to enrolled students. The purpose of this study was to determine the relationship between use of non-academic services and retention and persistence rates of community college students (n = 90). A quantitative, quasi-experimental research method approach was used to compare matched samples of students who participated in the Jefferson Community Schools program and students who did not participate in the Jefferson Community Schools program. Each sample consisted of 45 students who were matched on enrolled credit hours, age, gender and Pell status. An ANOVA statistical test was conducted to compare the matched sample groups. Results of this study showed that 30 out of 45 students in the Jefferson Community Schools program were retained and 41 out of 45 persisted. This was compared to retention of 30 out of 45 and persistence of 42 out of 45 of the matched non participatory sample. The results of this study suggest that providing non-academic resources to low-income students may serve to equalize the chances of being retained or persisting when compared to peers that have more resources of their own (p < 0.05). Future research in this area should include a larger sample size and should be analyzed over a longer period of time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This phenomenological case study explored student experiences in a technology-based credit recovery program at several central Texas high schools. Students shared their perceptions about utilizing technology-based credit recovery environments. Participants in this study were ten high school graduates who had completed credit recovery courses at high schools within various central Texas districts. The participant interviews were electronically recorded using lapel microphones, verbatim transcribed, reviewed for accuracy, thematically coded, and summarized. Findings included flexibility for academic support, student academic perseverance, supportive staff, school assigned technology, technological limitations and high student stress levels. Understanding the profile of a credit recovery student and an at-risk student, serves to illuminate best practices for technology-based credit recovery courses. Students enrolled in a technology-based learning environment have individual learning needs, and understanding the specifics of each student allows for differentiation by classroom facilitators and supports by district and campus administration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As retention becomes more of a key issue for community colleges, it is important that these institutions create an environment that is easy to navigate if they are to retain a greater percentage of their students. This study investigates the impact of the Student Support Services (SSS) program on the retention of students at Southeast Kentucky Community and Technical College. Moreover, the study will look at and compare the performance of both SSS students and non-SSS students who entered the college during 2003-2007. A total of 250 students were involved in the quantitative analysis. Utilizing a mixed methods approach to determine if a statistically significant relationship existed between participation in the SSS program and non-participation semester hours, credit hours, GPA, and graduation. Multiple linear regression was used to investigate whether significant relationships existed between the independent variable(s) and the dependent variable(s). The implications of a relationship or lack thereof were considered as to their impact on future research, policy and practice pertaining to SSS. Findings and recommendations would therefore ultimately benefit the students at the college. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

An alternative high school campus in the State of Georgia introduced a new program to support academic growth and engagement among at-risk students. This program, the APEX program, merges technology with content to provide students with self-paced learning facilitated by teachers with the objective of improving test scores, course completion, and graduation. The purpose of this goals-based evaluation was to examine the relationship between APEX program usage and the academic success measures of EOCT scores, course credit accrual, and graduation; it was grounded in the behavior objectives approach. The study followed a cohort of students who were enrolled in Grade 9 in 2010-2011. Data sources were archival test scores and preexisting APEX data. This APEX data included accrued credit hours, completion rate, and documentation of mastery learning outcomes for the enrolled students in Grades 9-12. Analysis of the quantitative data sets entailed the use of ANOVA, Chi-Square, and "t" tests. The study findings showed that students using the hybrid APEX instructional model accrued significantly more credit hours, were more likely to graduate, and have higher end of course grades than students using the APEX-only model. These results suggest that a broader use of APEX labs for students identified as at-risk in both alternative and traditional schools provides a flexibility in instructional settings that helps more students succeed. This study suggests the most effective use of resources with the implementation of APEX to reach the largest number of students. This study promotes positive social change by confirming the efficacy of a tool for reaching more students to improve higher district-level graduation rate, course accrual, and end-of-course test scores. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

A well-designed, academically-centered, transitional program can narrow the college readiness gap and provide essential tools for underprepared students to be successful. The Summer Bridge Program offered innovative solutions for academic preparedness using a cohort model and many 21 st century student success strategies. The free five-week credit-bearing residential Summer Bridge Program focused on developing underprepared students academically and socially. This study examined the students' summer, fall, and spring grade point averages, retention rate, credit hours earned during the first year, and graduation rate. In addition, the academic performance of first-generation compared with non-first generation Summer Bridge Program participants who benefited from the same success strategies were assessed. Finally, an assessment of the programs and services that were most valuable and contributed to student success for the Summer Bridge Program participants was conducted based on feedback from students and perceptions of program leaders. The Summer Bridge Program participants excelled at or above the pace of non-participants during the first year of college. A key component to academic success was providing programs and services that prepared students to succeed in college. Evidenced-based transition programs will be the tool colleges and universities utilize to increase completion, retention, and success rates for under prepared students. The Summer Bridge Program is a proven model of success that has positively impacted enrollment, retention, and graduation rates in higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

With 1,132 community colleges in the United States (American Association of Community Colleges [AACC], 2014), community colleges have played a critical role in educating America's workforce. It has been estimated that community colleges educate nearly half of all undergraduate students in the United States (Everett, 2015). Although community colleges have been known for providing access and have created post-secondary opportunities for many, completion rates have remained low (Jenkins & Cho, 2012). As a result, improving the completion rates of community college students has been a priority. The aim of this study was to determine if Credit for Prior Learning has been a successful strategy for improving the persistence, GPA, completion, and time toward degree completion for students who have been awarded CPL compared to students without CPL. The data for this study are based on focus group interviews and secondary data collected by the College's Institutional Effectiveness Office. The conclusion suggests that CPL has the potential to be a valuable strategy for improving student outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]