{"id":{"repo_id":"creighton","oai_identifier":"oai:cdr.creighton.edu:10504/126980"},"canonical_url":"https://search.dev.ndltd.org/etd/creighton/oai:cdr.creighton.edu:10504/126980","repository":{"repo_id":"creighton","name":"Creighton University","base_url":"https://cdr.creighton.edu/server/oai/request"},"display":{"title":"Progression and Completion Rates of Remedial Students in a Community College Setting","abstract":"This quantitative, retrospective study for the Dissertation in Practice analyzed progression and completion rates of first-time freshmen college students who were placed into remedial courses and those who were placed into college level courses. The cohort was made up of first-time freshmen students who enrolled in the fall of 2013 at a rural community college in New Mexico. An enterprise resource planning system called “Banner” was utilized to gather demographic information, remedial and non-remedial course enrollment data, and information pertaining to progression and completion of certificates and degrees. The majority of students in this study tested into remedial level math and English with a low percentage completing college with a certificate or an associate’s degree. Statistical measures included frequencies of multiple variables, probit regression, Pearson’s Chi-Square, and Fisher’s Exact test. While several predictors for completing college were identified, successful completion of a college-level or gateway English course was the single variable found to predict successful completion of a certificate or an associate degree. Making evidence-based changes in placement practices and remedial teaching methods can increase the number of students who complete college level English, while increasing the number of remedial students who graduate with a certificate or an associate’s degree. Keywords: remedial, community college, first-time freshmen","abstract_html":"This quantitative, retrospective study for the Dissertation in Practice analyzed progression and completion rates of first-time freshmen college students who were placed into remedial courses and those who were placed into college level courses. The cohort was made up of first-time freshmen students who enrolled in the fall of 2013 at a rural community college in New Mexico. An enterprise resource planning system called “Banner” was utilized to gather demographic information, remedial and non-remedial course enrollment data, and information pertaining to progression and completion of certificates and degrees. The majority of students in this study tested into remedial level math and English with a low percentage completing college with a certificate or an associate’s degree. Statistical measures included frequencies of multiple variables, probit regression, Pearson’s Chi-Square, and Fisher’s Exact test. While several predictors for completing college were identified, successful completion of a college-level or gateway English course was the single variable found to predict successful completion of a certificate or an associate degree. Making evidence-based changes in placement practices and remedial teaching methods can increase the number of students who complete college level English, while increasing the number of remedial students who graduate with a certificate or an associate’s degree. 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A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10504/126980","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Caruso-Woolard, Cassandra"]},{"key":"dc:creator","label":"Author","values":["Ezzell, Sabrina"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2020-05-07T16:14:26Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2020-05-07T16:14:26Z"]},{"key":"dc:date.issued","label":"Date","values":["2020-04-16"]},{"key":"dc:publisher","label":"Institution","values":["Creighton University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10504/126980"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This quantitative, retrospective study for the Dissertation in Practice analyzed progression and completion rates of first-time freshmen college students who were placed into remedial courses and those who were placed into college level courses. The cohort was made up of first-time freshmen students who enrolled in the fall of 2013 at a rural community college in New Mexico. An enterprise resource planning system called “Banner” was utilized to gather demographic information, remedial and non-remedial course enrollment data, and information pertaining to progression and completion of certificates and degrees. The majority of students in this study tested into remedial level math and English with a low percentage completing college with a certificate or an associate’s degree. Statistical measures included frequencies of multiple variables, probit regression, Pearson’s Chi-Square, and Fisher’s Exact test. While several predictors for completing college were identified, successful completion of a college-level or gateway English course was the single variable found to predict successful completion of a certificate or an associate degree. Making evidence-based changes in placement practices and remedial teaching methods can increase the number of students who complete college level English, while increasing the number of remedial students who graduate with a certificate or an associate’s degree. Keywords: remedial, community college, first-time freshmen"]},{"key":"dc:title","label":"Title","values":["Progression and Completion Rates of Remedial Students in a Community College Setting"]}]}],"canonical_facts":{"dc:contributor.advisor":["Caruso-Woolard, Cassandra"],"dc:creator":["Ezzell, Sabrina"],"dc:date.accessioned":["2020-05-07T16:14:26Z"],"dc:date.available":["2020-05-07T16:14:26Z"],"dc:date.issued":["2020-04-16"],"dc:description.abstract":["This quantitative, retrospective study for the Dissertation in Practice analyzed progression and completion rates of first-time freshmen college students who were placed into remedial courses and those who were placed into college level courses. The cohort was made up of first-time freshmen students who enrolled in the fall of 2013 at a rural community college in New Mexico. An enterprise resource planning system called “Banner” was utilized to gather demographic information, remedial and non-remedial course enrollment data, and information pertaining to progression and completion of certificates and degrees. The majority of students in this study tested into remedial level math and English with a low percentage completing college with a certificate or an associate’s degree. Statistical measures included frequencies of multiple variables, probit regression, Pearson’s Chi-Square, and Fisher’s Exact test. While several predictors for completing college were identified, successful completion of a college-level or gateway English course was the single variable found to predict successful completion of a certificate or an associate degree. Making evidence-based changes in placement practices and remedial teaching methods can increase the number of students who complete college level English, while increasing the number of remedial students who graduate with a certificate or an associate’s degree. Keywords: remedial, community college, first-time freshmen"],"dc:identifier.uri":["http://hdl.handle.net/10504/126980"],"dc:language.iso":["en_US"],"dc:publisher":["Creighton University"],"dc:rights":["Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above."],"dc:title":["Progression and Completion Rates of Remedial Students in a Community College Setting"],"dc:type":["Dissertation"]},"updated_at":"2026-07-24T01:51:41Z"}