Factors Related to Student Retention in Community College Developmental Education Mathematics

Dropout and Stopout Patterns Among Developmental Education Students in Texas Community Colleges

“…This nding appears to run counter to Umoh, Eddy, and Spaulding (1994), who found that younger students had lower GPAs, but it is supported by Abraham and Creech (2000). The oldest group in this study was only 2.5 years older than the youngest group-not very much difference in real terms.…”

The collective affiliation of community college, commuter and distance education students : developmental math and dropout.

“…Every online and traditional community college study, except two (Morris, Wu, & Finnegan, 2005;Umoh, Eddy, & Spaulding, 1994) found a higher grade point average increases persistence. Umoh, Eddy, and Spaulding (1994) and Morris, Wu, and Finnegan (2005) found grade point average to have no effect on persistence.…”

“…Umoh, Eddy, and Spaulding (1994) and Morris, Wu, and Finnegan (2005) found grade point average to have no effect on persistence. Strauss and Volkwein (2004) McFadden (2009) conducted a similar study on students in two master's level programs at one university.…”

“…Likewise, because the majority of developmental education occurs within community colleges and community colleges have been neglected in research; developmental education students have been neglected. Muse (2003) Campbell & Blakey, 1996;Cantone, 2001;Clagett, 1996;Feldman, 1993;Fike & Fike, 2008;Fox, 1986;Grimes, 1997;Hoyt, 1999;Kielbaso, Dirkx, Min, & Allen, 1998;Nora, Attinasi, & Matonak, 1990;Smith, O'Hear, Baden, Hayden, & Gorham, 1996;Umoh, Eddy, & Spaulding, 1994, Waycaster, 2001Zhao, 1999). The majority of these studies, which were concluded in the 1990s, included students in reading, English and math, but four of them specifically addressed developmental math students (Cantone, 2001;O'Hear, Baden, Hayden, & Gorham, 1996;Umoh, Eddy, & Spaulding, 1994, Waycaster, 2001).…”

“…Three studies (Hippensteel, St. John, & Barkley, 1996;St. John & Barkley, 1994;Umoh, Eddy, & Spaulding, 1994) found that parent's level of education had no effect on persistence. Likewise, a national study (Choy, 2001) noted, "among 1995-96 beginning postsecondary students with certification or associate's degree goals, there were no meaningful differences between first-generation and other students in either the percentage who had attained degrees or certificates by 1998 or the percentage who had left without attaining" (p. 24).…”