The Relationship Between FAFSA Filing and Persistence Among First-Year Community College Students

McKinney, Lyle; Novak, Heather

doi:10.1177/0091552112469251

Cited by 44 publications

(53 citation statements)

References 64 publications

(85 reference statements)

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“…For this reason, we coded this as the reference for two dummy-coded variables in order to control for the effect of having less common but equally valuable goals. Other bridge variables we included were whether a student enrolls part-or full-time, enrolls in at least one developmental course, and/or uses financial aid (Berger & Milem, 1999;Cheng, Ickes, & Verhofstadt, 2012;D'Amico et al, 2011;Fike & Fike, 2008;Kuh et al, 2008;McKinney & Novak, 2013). In terms of college intake procedures, we accounted for when students registered for classes (Hale & Bray, 2011;Smith et al, 2002) and whether a student participated in an orientation program or an extended orientation course or neither (Derby & Smith, 2004;Glass & Garrett, 1995;Kuh, Kinzie, Schuh, & Whitt, 2010).…”

Section: Variablesmentioning

confidence: 99%

Academic Advising and the Persistence Intentions of Community College Students in their First Weeks in College

Hatch¹,

Garcia²

2017

The Review of Higher Education

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Section: Variablesmentioning

confidence: 99%

Academic Advising and the Persistence Intentions of Community College Students in their First Weeks in College

Hatch¹,

Garcia²

2017

The Review of Higher Education

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“…Successful students seek out support systems and use them to balance external challenges with school commitments. Institutional support systems provide academic assistance to help students develop goals, secure necessary funding, and to mitigate the impact of barriers that influence their ability to remain in school (Hawley & Harris, 2006;McKinney et al, 2015;McKinney & Novak, 2013). New and emerging efforts to advance completion should explore the continued development of support systems that promote self-efficacy, aid students in planning, and endorse social and academic assimilation (Boland & Kinnon, 2014;Braxton, Brier, & Steele, 2007;Miller et al, 2005;Williams & Bryan, 2013).…”

Section: Resultsmentioning

confidence: 99%

“…Comprehensive services help students explore career options while they are in school and help them find rewarding employment when they graduate. These support systems should include robust financial aid counseling and assistance developing financial plans to meet their educational goals (Hawley & Harris, 2006;McKinney et al, 2015;McKinney & Novak, 2013).…”

Section: Role Of Student Support Systemsmentioning

confidence: 99%

“…Even though the average tuition and fees at public, four-year institutions is two-thirds the average total for public two-year institutions, a growing number of community college students need financial assistance to make their educational goals viable (McKinney et al, 2015;McKinney & Novak, 2013). Colleges can improve persistence by minimizing financial barriers and helping students develop monetary plans that include maximizing financial assistance programs and scholarship opportunities to minimize economic barriers that hamper persistence (McKinney et al, 2015;McKinney & Novak, 2013;Nakajima et al, 2012;CCCSE, 2017).…”

Section: Role Of Student Support Systemsmentioning

confidence: 99%

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exploration of persistence among successful low-income students in North Carolina

Wylie¹

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Community colleges serve as entryways to higher education and a sustainable future for tens of thousands of students in the United States each year and are designed to provide affordable access to education, particularly for lower-income individuals. Within the United States, postsecondary student completion is a significant issue in academia, and it presents problems of greater societal consequence. Community college students face numerous inherent risk factors, and barriers and institutions provide student support services and intervening programs to help students overcome barriers to persistence. Therefore, the purpose of this Interpretative Phenomenological Analysis (APA) study was to understand the experiences of successful lowincome community college students at one of the 58 two-year, public community colleges in North Carolina. This study was a guided by this research question: How do low-income community college students who are within six months of completing their degrees make sense of and explain their academic success? By helping colleges understand which services and interventions are effective at strengthening the success of lower-income students, this study informs the provision of support systems in place for low-income community college students and helps student services practitioners create and enhance programs that will help low-income students stay in school and graduate. This study shows that the imprint of growing up lowincome ultimately impacts students' postsecondary choices and their reactions to barriers jeopardizing their ability to persist. This study also affirms the importance of supportive relationships and the impact of positive institutional support systems.

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“…Subsequently, student persistence has been shown to be positively impacted by receipt of financial aid for students enrolled at the community college (Bettinger, 2004;Cofer & Somers, 2001;Mckinney & Novak, 2013;Mendoza, Mendez, & Malcolm, 2009;).…”

Section: The Impact Of Ses On College Studentsmentioning

confidence: 99%

The Relationship Between Socioeconomic Status, Course Delivery Method, and Student Success at a State College: A Single Institution Analysis

Garcia¹

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In an effort to improve instruction and better accommodate the needs of students, community colleges are offering courses delivered in a variety of delivery formats that require students to have some level of technology fluency to be successful in the course.This study was conducted to investigate the relationship between student socioeconomic status (SES), course delivery method, and course type on enrollment, final course grades, course completion status, and course passing status at a state college.A dataset for 20,456 students of low and not low SES enrolled in science, technology, engineering, and mathematics (STEM) course types delivered using traditional, online, blended, and web enhanced course delivery formats at Miami Dade College, a large open access 4-year state college located in Miami-Dade County, Florida, was analyzed. A factorial ANOVA using course type, course delivery method, and student SES found no significant differences in final course grades when used to determine if course delivery methods were equally effective for students of low and not viii low SES taking STEM course types. Additionally, three chi-square goodness-of-fit tests were used to investigate for differences in enrollment, course completion and course passing status by SES, course type, and course delivery method. The findings of the chisquare tests indicated that: (a) there were significant differences in enrollment by SES and course delivery methods for the Engineering/Technology, Math, and overall course types but not for the Natural Science course type and (b) there were no significant differences in course completion status and course passing status by SES and course types overall and SES and course delivery methods overall. However, there were statistically significant but weak relationships between course passing status, SES and the math course type as well as between course passing status, SES, and online and traditional course delivery methods.The mixed findings in the study indicate that strides have been made in closing the theoretical gap in education and technology skills that may exist for students of different SES levels. MDC's course delivery and student support models may assist other institutions address student success in courses that necessitate students having some level of technology fluency.

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The Relationship Between FAFSA Filing and Persistence Among First-Year Community College Students

Cited by 44 publications

References 64 publications

Academic Advising and the Persistence Intentions of Community College Students in their First Weeks in College

Academic Advising and the Persistence Intentions of Community College Students in their First Weeks in College

exploration of persistence among successful low-income students in North Carolina

The Relationship Between Socioeconomic Status, Course Delivery Method, and Student Success at a State College: A Single Institution Analysis

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