Term of Award
Doctor of Education in Educational Leadership (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department of Leadership, Technology, and Human Development
Committee Member 1
Committee Member 2
The purpose of this quantitative study was to determine predictors of community college student academic success in the corequisite model. Academic success was defined dichotomously on a pass or fail basis. The population in this study included 1,933 students that enrolled in at least one corequisite English and/or mathematics course at the college between the fall semester of 2015 and summer semester of 2018. The predictors examined were a student’s sex, race, age at time of enrollment, Pell grant recipient status, first-generation college student status, high school GPA, placement test scores, academic major, time spent receiving academic tutoring in college’s tutoring center; and corequisite course faculty employment status. Logistic regression analysis identified four strong predictors of student academic success in corequisite English courses: (1) being female, (2) high school GPA, and (3) number of attempts in corequisite English courses. Also, logistic regression analysis identified seven strong predictors: (1) sex, (2) age, (3) high school GPA, (4) student Pell Grant recipient status, (5) student first-generation college student status, (6) standardized writing placement test score, and (7) corequisite course faculty employment status. The strongest predictor in both logistic regression analyses was high school GPA.
Andrews, Damon, "Predictors of Community College Students’ Academic Success in the Corequisite Model" (2019). Electronic Theses and Dissertations. 1876.
Research Data and Supplementary Material