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You searched for subject:(College completion). Showing records 1 – 30 of 100 total matches.

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George Mason University

1. Scruggs, Alisha K. Perspectives on What May Contribute to Six-Year College Completion Rates of African American and Hispanic Students at George Mason University .

Degree: 2012, George Mason University

 This study explored what graduating seniors and university staff perceived contributed to high college completion rates of African American and Hispanic students at George Mason… (more)

Subjects/Keywords: College Completion; Minority Students; College Persistence

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APA (6th Edition):

Scruggs, A. K. (2012). Perspectives on What May Contribute to Six-Year College Completion Rates of African American and Hispanic Students at George Mason University . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/7876

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Scruggs, Alisha K. “Perspectives on What May Contribute to Six-Year College Completion Rates of African American and Hispanic Students at George Mason University .” 2012. Thesis, George Mason University. Accessed January 28, 2020. http://hdl.handle.net/1920/7876.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Scruggs, Alisha K. “Perspectives on What May Contribute to Six-Year College Completion Rates of African American and Hispanic Students at George Mason University .” 2012. Web. 28 Jan 2020.

Vancouver:

Scruggs AK. Perspectives on What May Contribute to Six-Year College Completion Rates of African American and Hispanic Students at George Mason University . [Internet] [Thesis]. George Mason University; 2012. [cited 2020 Jan 28]. Available from: http://hdl.handle.net/1920/7876.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Scruggs AK. Perspectives on What May Contribute to Six-Year College Completion Rates of African American and Hispanic Students at George Mason University . [Thesis]. George Mason University; 2012. Available from: http://hdl.handle.net/1920/7876

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Louisiana State University

2. Sang, Anne Wanjiku. Career Development Among College Students: Determining the Influence of Career Services on Student Persistence to Graduation.

Degree: PhD, Human Resources Management, 2015, Louisiana State University

 The primary purpose of this study was to determine the influence of participation in career services activities and selected demographic characteristics on the persistence to… (more)

Subjects/Keywords: college students; degree completion; persistence; career services

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APA (6th Edition):

Sang, A. W. (2015). Career Development Among College Students: Determining the Influence of Career Services on Student Persistence to Graduation. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07102015-165738 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2483

Chicago Manual of Style (16th Edition):

Sang, Anne Wanjiku. “Career Development Among College Students: Determining the Influence of Career Services on Student Persistence to Graduation.” 2015. Doctoral Dissertation, Louisiana State University. Accessed January 28, 2020. etd-07102015-165738 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2483.

MLA Handbook (7th Edition):

Sang, Anne Wanjiku. “Career Development Among College Students: Determining the Influence of Career Services on Student Persistence to Graduation.” 2015. Web. 28 Jan 2020.

Vancouver:

Sang AW. Career Development Among College Students: Determining the Influence of Career Services on Student Persistence to Graduation. [Internet] [Doctoral dissertation]. Louisiana State University; 2015. [cited 2020 Jan 28]. Available from: etd-07102015-165738 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2483.

Council of Science Editors:

Sang AW. Career Development Among College Students: Determining the Influence of Career Services on Student Persistence to Graduation. [Doctoral Dissertation]. Louisiana State University; 2015. Available from: etd-07102015-165738 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2483


Georgia State University

3. Boyd, Jonathan. Postsecondary Success Outcomes for Veteran and Nonveteran Students at a Public University in Georgia.

Degree: PhD, Public Management and Policy, 2017, Georgia State University

  Every year, the federal government distributes $11 billion in education benefits to nearly one million veterans (GAO, 2013). Despite the substantial price tag and… (more)

Subjects/Keywords: veterans; college completion; graduation; grades; retention; postsecondary

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APA (6th Edition):

Boyd, J. (2017). Postsecondary Success Outcomes for Veteran and Nonveteran Students at a Public University in Georgia. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/pmap_diss/68

Chicago Manual of Style (16th Edition):

Boyd, Jonathan. “Postsecondary Success Outcomes for Veteran and Nonveteran Students at a Public University in Georgia.” 2017. Doctoral Dissertation, Georgia State University. Accessed January 28, 2020. https://scholarworks.gsu.edu/pmap_diss/68.

MLA Handbook (7th Edition):

Boyd, Jonathan. “Postsecondary Success Outcomes for Veteran and Nonveteran Students at a Public University in Georgia.” 2017. Web. 28 Jan 2020.

Vancouver:

Boyd J. Postsecondary Success Outcomes for Veteran and Nonveteran Students at a Public University in Georgia. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2020 Jan 28]. Available from: https://scholarworks.gsu.edu/pmap_diss/68.

Council of Science Editors:

Boyd J. Postsecondary Success Outcomes for Veteran and Nonveteran Students at a Public University in Georgia. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/pmap_diss/68


University of Illinois – Urbana-Champaign

4. Taylor, Jason. Community college dual credit: differential participation and differential impacts on college access and completion.

Degree: PhD, 0209, 2013, University of Illinois – Urbana-Champaign

 This study examines the impact of dual credit policy at the time dual credit was beginning to take hold in Illinois, using a large cohort… (more)

Subjects/Keywords: Dual credit; Community college; Equity; Illinois; College access; College completion

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APA (6th Edition):

Taylor, J. (2013). Community college dual credit: differential participation and differential impacts on college access and completion. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44429

Chicago Manual of Style (16th Edition):

Taylor, Jason. “Community college dual credit: differential participation and differential impacts on college access and completion.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed January 28, 2020. http://hdl.handle.net/2142/44429.

MLA Handbook (7th Edition):

Taylor, Jason. “Community college dual credit: differential participation and differential impacts on college access and completion.” 2013. Web. 28 Jan 2020.

Vancouver:

Taylor J. Community college dual credit: differential participation and differential impacts on college access and completion. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2020 Jan 28]. Available from: http://hdl.handle.net/2142/44429.

Council of Science Editors:

Taylor J. Community college dual credit: differential participation and differential impacts on college access and completion. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44429

5. Reed, Steven D. A Case Study: Student Evaluations of an Early College Support System- A Quality Improvement Initiative.

Degree: 2017, Ferris State University

 This early college case study, a qualitative improvement initiative, sought to understand why students left their high schools to attend Midwest Early College (MEC), how… (more)

Subjects/Keywords: Early college; Middle college; College completion rates; Student retention.

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APA (6th Edition):

Reed, S. D. (2017). A Case Study: Student Evaluations of an Early College Support System- A Quality Improvement Initiative. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/6141

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Reed, Steven D. “A Case Study: Student Evaluations of an Early College Support System- A Quality Improvement Initiative.” 2017. Thesis, Ferris State University. Accessed January 28, 2020. http://hdl.handle.net/2323/6141.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Reed, Steven D. “A Case Study: Student Evaluations of an Early College Support System- A Quality Improvement Initiative.” 2017. Web. 28 Jan 2020.

Vancouver:

Reed SD. A Case Study: Student Evaluations of an Early College Support System- A Quality Improvement Initiative. [Internet] [Thesis]. Ferris State University; 2017. [cited 2020 Jan 28]. Available from: http://hdl.handle.net/2323/6141.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Reed SD. A Case Study: Student Evaluations of an Early College Support System- A Quality Improvement Initiative. [Thesis]. Ferris State University; 2017. Available from: http://hdl.handle.net/2323/6141

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Boston College

6. Shields, Katherine A. Institutional Moderators of the Relationship between College Remediation and Degree Attainment.

Degree: PhD, Educational Research, Measurement and Evaluation, 2014, Boston College

 Students who take postsecondary remedial courses graduate from college at lower rates than other students, but the relationship between remedial education and college outcomes is… (more)

Subjects/Keywords: college persistence; college students; degree completion; developmental education; education; remedial education

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APA (6th Edition):

Shields, K. A. (2014). Institutional Moderators of the Relationship between College Remediation and Degree Attainment. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:104089

Chicago Manual of Style (16th Edition):

Shields, Katherine A. “Institutional Moderators of the Relationship between College Remediation and Degree Attainment.” 2014. Doctoral Dissertation, Boston College. Accessed January 28, 2020. http://dlib.bc.edu/islandora/object/bc-ir:104089.

MLA Handbook (7th Edition):

Shields, Katherine A. “Institutional Moderators of the Relationship between College Remediation and Degree Attainment.” 2014. Web. 28 Jan 2020.

Vancouver:

Shields KA. Institutional Moderators of the Relationship between College Remediation and Degree Attainment. [Internet] [Doctoral dissertation]. Boston College; 2014. [cited 2020 Jan 28]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104089.

Council of Science Editors:

Shields KA. Institutional Moderators of the Relationship between College Remediation and Degree Attainment. [Doctoral Dissertation]. Boston College; 2014. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104089


Georgia Tech

7. Boyd, Jonathan R. Postsecondary success outcomes for veteran and nonveteran students at a public university in Georgia.

Degree: PhD, Public Policy, 2017, Georgia Tech

 Every year, the federal government distributes $11 billion in education benefits to nearly one million veterans (GAO, 2013). Despite the substantial price tag and reach… (more)

Subjects/Keywords: Veterans; College; Postsecondary education; Graduation; College completion; Retention; Grades

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Boyd, J. R. (2017). Postsecondary success outcomes for veteran and nonveteran students at a public university in Georgia. (Doctoral Dissertation). Georgia Tech. Retrieved from http://hdl.handle.net/1853/59265

Chicago Manual of Style (16th Edition):

Boyd, Jonathan R. “Postsecondary success outcomes for veteran and nonveteran students at a public university in Georgia.” 2017. Doctoral Dissertation, Georgia Tech. Accessed January 28, 2020. http://hdl.handle.net/1853/59265.

MLA Handbook (7th Edition):

Boyd, Jonathan R. “Postsecondary success outcomes for veteran and nonveteran students at a public university in Georgia.” 2017. Web. 28 Jan 2020.

Vancouver:

Boyd JR. Postsecondary success outcomes for veteran and nonveteran students at a public university in Georgia. [Internet] [Doctoral dissertation]. Georgia Tech; 2017. [cited 2020 Jan 28]. Available from: http://hdl.handle.net/1853/59265.

Council of Science Editors:

Boyd JR. Postsecondary success outcomes for veteran and nonveteran students at a public university in Georgia. [Doctoral Dissertation]. Georgia Tech; 2017. Available from: http://hdl.handle.net/1853/59265


Princeton University

8. Gentsch, Kerstin. How Admission Policy Shapes College Access: Evidence From Two Sectors .

Degree: PhD, 2016, Princeton University

 This dissertation illustrates how admission policies shape access to postsecondary education. Evidence comes from two sectors, each with a distinct type of admission system: highly… (more)

Subjects/Keywords: Admission policy; Bachelor's completion; College acceptance; College access; Community college; Higher education

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APA (6th Edition):

Gentsch, K. (2016). How Admission Policy Shapes College Access: Evidence From Two Sectors . (Doctoral Dissertation). Princeton University. Retrieved from http://arks.princeton.edu/ark:/88435/dsp01q811kn033

Chicago Manual of Style (16th Edition):

Gentsch, Kerstin. “How Admission Policy Shapes College Access: Evidence From Two Sectors .” 2016. Doctoral Dissertation, Princeton University. Accessed January 28, 2020. http://arks.princeton.edu/ark:/88435/dsp01q811kn033.

MLA Handbook (7th Edition):

Gentsch, Kerstin. “How Admission Policy Shapes College Access: Evidence From Two Sectors .” 2016. Web. 28 Jan 2020.

Vancouver:

Gentsch K. How Admission Policy Shapes College Access: Evidence From Two Sectors . [Internet] [Doctoral dissertation]. Princeton University; 2016. [cited 2020 Jan 28]. Available from: http://arks.princeton.edu/ark:/88435/dsp01q811kn033.

Council of Science Editors:

Gentsch K. How Admission Policy Shapes College Access: Evidence From Two Sectors . [Doctoral Dissertation]. Princeton University; 2016. Available from: http://arks.princeton.edu/ark:/88435/dsp01q811kn033


University of Minnesota

9. Asmussen, John G. Why does the graduation rate productivity of U.S. public universities vary? Looking outside their boundaries for answers.

Degree: Educational Policy and Administration, 2010, University of Minnesota

 The importance of college completion has risen high on the U.S. policy agenda in recent years. An obvious strategy for increasing college completion is improving… (more)

Subjects/Keywords: Accountability; College completion; Governance; Graduation rates; Educational Policy and Administration

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APA (6th Edition):

Asmussen, J. G. (2010). Why does the graduation rate productivity of U.S. public universities vary? Looking outside their boundaries for answers. (Thesis). University of Minnesota. Retrieved from http://purl.umn.edu/98389

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Asmussen, John G. “Why does the graduation rate productivity of U.S. public universities vary? Looking outside their boundaries for answers.” 2010. Thesis, University of Minnesota. Accessed January 28, 2020. http://purl.umn.edu/98389.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Asmussen, John G. “Why does the graduation rate productivity of U.S. public universities vary? Looking outside their boundaries for answers.” 2010. Web. 28 Jan 2020.

Vancouver:

Asmussen JG. Why does the graduation rate productivity of U.S. public universities vary? Looking outside their boundaries for answers. [Internet] [Thesis]. University of Minnesota; 2010. [cited 2020 Jan 28]. Available from: http://purl.umn.edu/98389.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Asmussen JG. Why does the graduation rate productivity of U.S. public universities vary? Looking outside their boundaries for answers. [Thesis]. University of Minnesota; 2010. Available from: http://purl.umn.edu/98389

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – Sacramento

10. Perez, Veronica. Is the applied baccalaureate degree right for California?.

Degree: M.P.P.A., Public Policy and Administration, 2010, California State University – Sacramento

 California???s ability to produce an adequate supply of educated workers to meet the demand of the market is becoming a growing concern. Low baccalaureate completion(more)

Subjects/Keywords: Adult learners; Baccalaureate completion; Graduation rates; Community college degree

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APA (6th Edition):

Perez, V. (2010). Is the applied baccalaureate degree right for California?. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/562

Chicago Manual of Style (16th Edition):

Perez, Veronica. “Is the applied baccalaureate degree right for California?.” 2010. Masters Thesis, California State University – Sacramento. Accessed January 28, 2020. http://hdl.handle.net/10211.9/562.

MLA Handbook (7th Edition):

Perez, Veronica. “Is the applied baccalaureate degree right for California?.” 2010. Web. 28 Jan 2020.

Vancouver:

Perez V. Is the applied baccalaureate degree right for California?. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2020 Jan 28]. Available from: http://hdl.handle.net/10211.9/562.

Council of Science Editors:

Perez V. Is the applied baccalaureate degree right for California?. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/562


Montana Tech

11. Unterreiner, Colleen Sweeney. THE RELATIONSHIP BETWEEN STUDENT RISK FACTORS AND COMPLETION FOR STUDENTS WITH DEBT AT COMMUNITY COLLEGES.

Degree: Doctor of Education (EdD), 2018, Montana Tech

  This quantitative, nonexperimental, expo-facto study examined the relationship of student risk factors and completion or noncompletion of degrees and certificates for first time students… (more)

Subjects/Keywords: community college; completion; scholarships; student debt; student risk factors; Educational Leadership

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APA (6th Edition):

Unterreiner, C. S. (2018). THE RELATIONSHIP BETWEEN STUDENT RISK FACTORS AND COMPLETION FOR STUDENTS WITH DEBT AT COMMUNITY COLLEGES. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/11162

Chicago Manual of Style (16th Edition):

Unterreiner, Colleen Sweeney. “THE RELATIONSHIP BETWEEN STUDENT RISK FACTORS AND COMPLETION FOR STUDENTS WITH DEBT AT COMMUNITY COLLEGES.” 2018. Doctoral Dissertation, Montana Tech. Accessed January 28, 2020. https://scholarworks.umt.edu/etd/11162.

MLA Handbook (7th Edition):

Unterreiner, Colleen Sweeney. “THE RELATIONSHIP BETWEEN STUDENT RISK FACTORS AND COMPLETION FOR STUDENTS WITH DEBT AT COMMUNITY COLLEGES.” 2018. Web. 28 Jan 2020.

Vancouver:

Unterreiner CS. THE RELATIONSHIP BETWEEN STUDENT RISK FACTORS AND COMPLETION FOR STUDENTS WITH DEBT AT COMMUNITY COLLEGES. [Internet] [Doctoral dissertation]. Montana Tech; 2018. [cited 2020 Jan 28]. Available from: https://scholarworks.umt.edu/etd/11162.

Council of Science Editors:

Unterreiner CS. THE RELATIONSHIP BETWEEN STUDENT RISK FACTORS AND COMPLETION FOR STUDENTS WITH DEBT AT COMMUNITY COLLEGES. [Doctoral Dissertation]. Montana Tech; 2018. Available from: https://scholarworks.umt.edu/etd/11162


University of Oklahoma

12. Pugh-Seemster, Nora. Beyond Public Assistance: Factors Affecting Completion of Community College Students in the Career Transitions Program.

Degree: PhD, 2014, University of Oklahoma

 Phase II supported the findings in Phase I. All five participants interviewed were first generation college students and all participants stated academic training was very… (more)

Subjects/Keywords: Temporary Assistance for Needy Families; Community Colleges; College Completion

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APA (6th Edition):

Pugh-Seemster, N. (2014). Beyond Public Assistance: Factors Affecting Completion of Community College Students in the Career Transitions Program. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/13884

Chicago Manual of Style (16th Edition):

Pugh-Seemster, Nora. “Beyond Public Assistance: Factors Affecting Completion of Community College Students in the Career Transitions Program.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed January 28, 2020. http://hdl.handle.net/11244/13884.

MLA Handbook (7th Edition):

Pugh-Seemster, Nora. “Beyond Public Assistance: Factors Affecting Completion of Community College Students in the Career Transitions Program.” 2014. Web. 28 Jan 2020.

Vancouver:

Pugh-Seemster N. Beyond Public Assistance: Factors Affecting Completion of Community College Students in the Career Transitions Program. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2020 Jan 28]. Available from: http://hdl.handle.net/11244/13884.

Council of Science Editors:

Pugh-Seemster N. Beyond Public Assistance: Factors Affecting Completion of Community College Students in the Career Transitions Program. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/13884


Virginia Commonwealth University

13. Lockeman, Kelly. The Impact of Service-Learning among Other Predictors for Persistence and Degree Completion of Undergraduate Students.

Degree: PhD, Education, 2012, Virginia Commonwealth University

College completion is an issue of great concern in the United States, where only 50% of students who start college as freshmen complete a… (more)

Subjects/Keywords: degree completion; college students; service-learning; survival analysis; logistic regression; Education

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APA (6th Edition):

Lockeman, K. (2012). The Impact of Service-Learning among Other Predictors for Persistence and Degree Completion of Undergraduate Students. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/2910

Chicago Manual of Style (16th Edition):

Lockeman, Kelly. “The Impact of Service-Learning among Other Predictors for Persistence and Degree Completion of Undergraduate Students.” 2012. Doctoral Dissertation, Virginia Commonwealth University. Accessed January 28, 2020. https://scholarscompass.vcu.edu/etd/2910.

MLA Handbook (7th Edition):

Lockeman, Kelly. “The Impact of Service-Learning among Other Predictors for Persistence and Degree Completion of Undergraduate Students.” 2012. Web. 28 Jan 2020.

Vancouver:

Lockeman K. The Impact of Service-Learning among Other Predictors for Persistence and Degree Completion of Undergraduate Students. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2012. [cited 2020 Jan 28]. Available from: https://scholarscompass.vcu.edu/etd/2910.

Council of Science Editors:

Lockeman K. The Impact of Service-Learning among Other Predictors for Persistence and Degree Completion of Undergraduate Students. [Doctoral Dissertation]. Virginia Commonwealth University; 2012. Available from: https://scholarscompass.vcu.edu/etd/2910


University of Miami

14. Clinton, Carol Anne. Defying the Stereotypes - Factors that Influence the Persistence of Black Males in the Community College.

Degree: Doctor of Education (EdD), Educational and Psychological Studies (Education), 2019, University of Miami

 Research on the success of Black male students in higher education at four-year institutions came to the forefront in the 1990s, but largely ignored Black… (more)

Subjects/Keywords: Black males; persistence; community college; higher education; completion; attainment

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APA (6th Edition):

Clinton, C. A. (2019). Defying the Stereotypes - Factors that Influence the Persistence of Black Males in the Community College. (Thesis). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/2362

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Clinton, Carol Anne. “Defying the Stereotypes - Factors that Influence the Persistence of Black Males in the Community College.” 2019. Thesis, University of Miami. Accessed January 28, 2020. https://scholarlyrepository.miami.edu/oa_dissertations/2362.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Clinton, Carol Anne. “Defying the Stereotypes - Factors that Influence the Persistence of Black Males in the Community College.” 2019. Web. 28 Jan 2020.

Vancouver:

Clinton CA. Defying the Stereotypes - Factors that Influence the Persistence of Black Males in the Community College. [Internet] [Thesis]. University of Miami; 2019. [cited 2020 Jan 28]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/2362.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Clinton CA. Defying the Stereotypes - Factors that Influence the Persistence of Black Males in the Community College. [Thesis]. University of Miami; 2019. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/2362

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Maxa, Vicky. Encouraging Best Practices for College Completion: The Efficacy of Ancillary Supports on Student Preparedness in Short Term Training Programs and Student Perspectives on Program Completion.

Degree: 2014, Ferris State University

College completion is at the pinnacle of issues of contemporary concern in post-secondary education, and impacts community colleges to a greater degree than universities since… (more)

Subjects/Keywords: College completion rates; Student success.; Community colleges; Job training programs.

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APA (6th Edition):

Maxa, V. (2014). Encouraging Best Practices for College Completion: The Efficacy of Ancillary Supports on Student Preparedness in Short Term Training Programs and Student Perspectives on Program Completion. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/5269

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Maxa, Vicky. “Encouraging Best Practices for College Completion: The Efficacy of Ancillary Supports on Student Preparedness in Short Term Training Programs and Student Perspectives on Program Completion.” 2014. Thesis, Ferris State University. Accessed January 28, 2020. http://hdl.handle.net/2323/5269.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Maxa, Vicky. “Encouraging Best Practices for College Completion: The Efficacy of Ancillary Supports on Student Preparedness in Short Term Training Programs and Student Perspectives on Program Completion.” 2014. Web. 28 Jan 2020.

Vancouver:

Maxa V. Encouraging Best Practices for College Completion: The Efficacy of Ancillary Supports on Student Preparedness in Short Term Training Programs and Student Perspectives on Program Completion. [Internet] [Thesis]. Ferris State University; 2014. [cited 2020 Jan 28]. Available from: http://hdl.handle.net/2323/5269.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Maxa V. Encouraging Best Practices for College Completion: The Efficacy of Ancillary Supports on Student Preparedness in Short Term Training Programs and Student Perspectives on Program Completion. [Thesis]. Ferris State University; 2014. Available from: http://hdl.handle.net/2323/5269

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Georgia State University

16. Stalzer, Amy. The Effect of Social Capital on Hispanic Post-Secondary Educational Outcomes.

Degree: PhD, Sociology, 2015, Georgia State University

  Hispanics have one of the lowest college enrollment rate of any racial/ethnic group in the United States, and for those who enroll, they are… (more)

Subjects/Keywords: Social capital; Social networks; Hispanic; Latino; college completion; education retention

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Stalzer, A. (2015). The Effect of Social Capital on Hispanic Post-Secondary Educational Outcomes. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/sociology_diss/83

Chicago Manual of Style (16th Edition):

Stalzer, Amy. “The Effect of Social Capital on Hispanic Post-Secondary Educational Outcomes.” 2015. Doctoral Dissertation, Georgia State University. Accessed January 28, 2020. https://scholarworks.gsu.edu/sociology_diss/83.

MLA Handbook (7th Edition):

Stalzer, Amy. “The Effect of Social Capital on Hispanic Post-Secondary Educational Outcomes.” 2015. Web. 28 Jan 2020.

Vancouver:

Stalzer A. The Effect of Social Capital on Hispanic Post-Secondary Educational Outcomes. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2020 Jan 28]. Available from: https://scholarworks.gsu.edu/sociology_diss/83.

Council of Science Editors:

Stalzer A. The Effect of Social Capital on Hispanic Post-Secondary Educational Outcomes. [Doctoral Dissertation]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/sociology_diss/83


Iowa State University

17. McGuire, Rachel Lynn. Student demographic, academic, and financial characteristics and the likelihood of on-time credential completion at a rural community college in Iowa.

Degree: 2018, Iowa State University

 This institution-specific credential completion study examined student demographic, academic, and financial characteristics and their relationship to on-time credential completion. Working with institutional data from a… (more)

Subjects/Keywords: community college; Iowa; on-time completion; rural; Educational Administration and Supervision

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APA (6th Edition):

McGuire, R. L. (2018). Student demographic, academic, and financial characteristics and the likelihood of on-time credential completion at a rural community college in Iowa. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/16854

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McGuire, Rachel Lynn. “Student demographic, academic, and financial characteristics and the likelihood of on-time credential completion at a rural community college in Iowa.” 2018. Thesis, Iowa State University. Accessed January 28, 2020. https://lib.dr.iastate.edu/etd/16854.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McGuire, Rachel Lynn. “Student demographic, academic, and financial characteristics and the likelihood of on-time credential completion at a rural community college in Iowa.” 2018. Web. 28 Jan 2020.

Vancouver:

McGuire RL. Student demographic, academic, and financial characteristics and the likelihood of on-time credential completion at a rural community college in Iowa. [Internet] [Thesis]. Iowa State University; 2018. [cited 2020 Jan 28]. Available from: https://lib.dr.iastate.edu/etd/16854.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McGuire RL. Student demographic, academic, and financial characteristics and the likelihood of on-time credential completion at a rural community college in Iowa. [Thesis]. Iowa State University; 2018. Available from: https://lib.dr.iastate.edu/etd/16854

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

18. Smith, Rudolph D. EXAMINING THE MOTIVATING FACTORS THAT INFLUENCE STUDENTS WITH AN ASSOCIATE’S DEGREE TO COMPLETE A BACHELOR’S DEGREE AT A PRIVATE UNIVERSITY.

Degree: Doctor of Education (EdD), Community College Leadership, 2011, National-Louis University

  The intent of this study was to shed light on the reasons and factors that influence the decision for community college graduates to complete… (more)

Subjects/Keywords: community college; degree completion; learning communities; motivation; persistence; transfer students; Community College Leadership

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APA (6th Edition):

Smith, R. D. (2011). EXAMINING THE MOTIVATING FACTORS THAT INFLUENCE STUDENTS WITH AN ASSOCIATE’S DEGREE TO COMPLETE A BACHELOR’S DEGREE AT A PRIVATE UNIVERSITY. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/41

Chicago Manual of Style (16th Edition):

Smith, Rudolph D. “EXAMINING THE MOTIVATING FACTORS THAT INFLUENCE STUDENTS WITH AN ASSOCIATE’S DEGREE TO COMPLETE A BACHELOR’S DEGREE AT A PRIVATE UNIVERSITY.” 2011. Doctoral Dissertation, National-Louis University. Accessed January 28, 2020. http://digitalcommons.nl.edu/diss/41.

MLA Handbook (7th Edition):

Smith, Rudolph D. “EXAMINING THE MOTIVATING FACTORS THAT INFLUENCE STUDENTS WITH AN ASSOCIATE’S DEGREE TO COMPLETE A BACHELOR’S DEGREE AT A PRIVATE UNIVERSITY.” 2011. Web. 28 Jan 2020.

Vancouver:

Smith RD. EXAMINING THE MOTIVATING FACTORS THAT INFLUENCE STUDENTS WITH AN ASSOCIATE’S DEGREE TO COMPLETE A BACHELOR’S DEGREE AT A PRIVATE UNIVERSITY. [Internet] [Doctoral dissertation]. National-Louis University; 2011. [cited 2020 Jan 28]. Available from: http://digitalcommons.nl.edu/diss/41.

Council of Science Editors:

Smith RD. EXAMINING THE MOTIVATING FACTORS THAT INFLUENCE STUDENTS WITH AN ASSOCIATE’S DEGREE TO COMPLETE A BACHELOR’S DEGREE AT A PRIVATE UNIVERSITY. [Doctoral Dissertation]. National-Louis University; 2011. Available from: http://digitalcommons.nl.edu/diss/41


Iowa State University

19. Ryder, Andrew Joseph. From dropout to degree: The GED pathway to and through Iowa community colleges.

Degree: 2011, Iowa State University

 This study analyzed available individual-level data on the fiscal year 2004 cohort of Iowa GED candidates to identify demographic, economic, academic ability, and educational goal… (more)

Subjects/Keywords: college enrollment; community college; credential completion; GED; Iowa; student attrition; Educational Administration and Supervision

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APA (6th Edition):

Ryder, A. J. (2011). From dropout to degree: The GED pathway to and through Iowa community colleges. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/10424

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ryder, Andrew Joseph. “From dropout to degree: The GED pathway to and through Iowa community colleges.” 2011. Thesis, Iowa State University. Accessed January 28, 2020. https://lib.dr.iastate.edu/etd/10424.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ryder, Andrew Joseph. “From dropout to degree: The GED pathway to and through Iowa community colleges.” 2011. Web. 28 Jan 2020.

Vancouver:

Ryder AJ. From dropout to degree: The GED pathway to and through Iowa community colleges. [Internet] [Thesis]. Iowa State University; 2011. [cited 2020 Jan 28]. Available from: https://lib.dr.iastate.edu/etd/10424.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ryder AJ. From dropout to degree: The GED pathway to and through Iowa community colleges. [Thesis]. Iowa State University; 2011. Available from: https://lib.dr.iastate.edu/etd/10424

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Florida

20. Wallace, Mary Elizabeth. An Analysis of the Reported and Unreported Baccalaureate Degree Recipients in IPEDS at a Large Public Research Institution.

Degree: 2015, University of South Florida

 One of the challenges facing higher education today is to graduate undergraduate students in a timely manner. Graduation rates are reported to students, parents, and… (more)

Subjects/Keywords: college; college student attendance; completion; graduation; graduation rate; Curriculum and Instruction; Educational Leadership

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APA (6th Edition):

Wallace, M. E. (2015). An Analysis of the Reported and Unreported Baccalaureate Degree Recipients in IPEDS at a Large Public Research Institution. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/5588

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wallace, Mary Elizabeth. “An Analysis of the Reported and Unreported Baccalaureate Degree Recipients in IPEDS at a Large Public Research Institution.” 2015. Thesis, University of South Florida. Accessed January 28, 2020. https://scholarcommons.usf.edu/etd/5588.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wallace, Mary Elizabeth. “An Analysis of the Reported and Unreported Baccalaureate Degree Recipients in IPEDS at a Large Public Research Institution.” 2015. Web. 28 Jan 2020.

Vancouver:

Wallace ME. An Analysis of the Reported and Unreported Baccalaureate Degree Recipients in IPEDS at a Large Public Research Institution. [Internet] [Thesis]. University of South Florida; 2015. [cited 2020 Jan 28]. Available from: https://scholarcommons.usf.edu/etd/5588.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wallace ME. An Analysis of the Reported and Unreported Baccalaureate Degree Recipients in IPEDS at a Large Public Research Institution. [Thesis]. University of South Florida; 2015. Available from: https://scholarcommons.usf.edu/etd/5588

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


East Tennessee State University

21. Hughes, Cathryn J-C, Miss. Perception of Factors that Facilitate or Inhibit Associate Degree Completion at the Community College Level: A Case Study.

Degree: EdD (Doctor of Education), Educational Leadership, 2017, East Tennessee State University

  The purpose of this study was to examine the perceptions of students, administrators, and faculty of one community college on the factors that facilitate… (more)

Subjects/Keywords: Associate degree completion; Factors facilitating associate degree completion; Factors inhibiting associate degree completion; community college; case study; Western North Carolina; Adult and Continuing Education; Education

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APA (6th Edition):

Hughes, Cathryn J-C, M. (2017). Perception of Factors that Facilitate or Inhibit Associate Degree Completion at the Community College Level: A Case Study. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3252

Chicago Manual of Style (16th Edition):

Hughes, Cathryn J-C, Miss. “Perception of Factors that Facilitate or Inhibit Associate Degree Completion at the Community College Level: A Case Study.” 2017. Doctoral Dissertation, East Tennessee State University. Accessed January 28, 2020. https://dc.etsu.edu/etd/3252.

MLA Handbook (7th Edition):

Hughes, Cathryn J-C, Miss. “Perception of Factors that Facilitate or Inhibit Associate Degree Completion at the Community College Level: A Case Study.” 2017. Web. 28 Jan 2020.

Vancouver:

Hughes, Cathryn J-C M. Perception of Factors that Facilitate or Inhibit Associate Degree Completion at the Community College Level: A Case Study. [Internet] [Doctoral dissertation]. East Tennessee State University; 2017. [cited 2020 Jan 28]. Available from: https://dc.etsu.edu/etd/3252.

Council of Science Editors:

Hughes, Cathryn J-C M. Perception of Factors that Facilitate or Inhibit Associate Degree Completion at the Community College Level: A Case Study. [Doctoral Dissertation]. East Tennessee State University; 2017. Available from: https://dc.etsu.edu/etd/3252

22. Billings, Meredith. Free College For All: The Impact Of Promise Programs On College Access And Success.

Degree: PhD, Higher Education, 2018, University of Michigan

 This dissertation focuses on a type of college scholarship called promise programs. These promise programs offer free or discounted tuition and fees to all eligible… (more)

Subjects/Keywords: place-based college scholarships; free college programs; quasi-experimental; financial aid; college access; college completion; Education; Social Sciences

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Billings, M. (2018). Free College For All: The Impact Of Promise Programs On College Access And Success. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/144101

Chicago Manual of Style (16th Edition):

Billings, Meredith. “Free College For All: The Impact Of Promise Programs On College Access And Success.” 2018. Doctoral Dissertation, University of Michigan. Accessed January 28, 2020. http://hdl.handle.net/2027.42/144101.

MLA Handbook (7th Edition):

Billings, Meredith. “Free College For All: The Impact Of Promise Programs On College Access And Success.” 2018. Web. 28 Jan 2020.

Vancouver:

Billings M. Free College For All: The Impact Of Promise Programs On College Access And Success. [Internet] [Doctoral dissertation]. University of Michigan; 2018. [cited 2020 Jan 28]. Available from: http://hdl.handle.net/2027.42/144101.

Council of Science Editors:

Billings M. Free College For All: The Impact Of Promise Programs On College Access And Success. [Doctoral Dissertation]. University of Michigan; 2018. Available from: http://hdl.handle.net/2027.42/144101


University of Southern California

23. Hayward, Jason A. Students in basic skills mathematics: perceptions and experiences of community college progress and help-seeking.

Degree: MEd, Education, 2015, University of Southern California

 The purpose of this study was to observe and understand the experiences and/or perceptions of students enrolled in basic skills mathematics courses at a community… (more)

Subjects/Keywords: community college; basic skills; remedial education; developmental education; help-seeking; community college completion; community college transfer

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APA (6th Edition):

Hayward, J. A. (2015). Students in basic skills mathematics: perceptions and experiences of community college progress and help-seeking. (Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/549226/rec/6147

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hayward, Jason A. “Students in basic skills mathematics: perceptions and experiences of community college progress and help-seeking.” 2015. Thesis, University of Southern California. Accessed January 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/549226/rec/6147.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hayward, Jason A. “Students in basic skills mathematics: perceptions and experiences of community college progress and help-seeking.” 2015. Web. 28 Jan 2020.

Vancouver:

Hayward JA. Students in basic skills mathematics: perceptions and experiences of community college progress and help-seeking. [Internet] [Thesis]. University of Southern California; 2015. [cited 2020 Jan 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/549226/rec/6147.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hayward JA. Students in basic skills mathematics: perceptions and experiences of community college progress and help-seeking. [Thesis]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/549226/rec/6147

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Georgia

24. Benton, Lauri Silas. Second-generation African-American college students:: perspectives and experiences of earning an undergraduate degree.

Degree: PhD, Counseling and Student Personnel Services, 2017, University of Georgia

 Disparities in educational preparation, postsecondary access, and academic achievement for under-resourced, first-was generation college students, particularly African-American and Hispanic students, are well documented. However, there… (more)

Subjects/Keywords: African-American College Students; Second-Generation College Students; Ecological Systems Theory; Persistence; College Completion; Role of School Counselors; Qualitative

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APA (6th Edition):

Benton, L. S. (2017). Second-generation African-American college students:: perspectives and experiences of earning an undergraduate degree. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37624

Chicago Manual of Style (16th Edition):

Benton, Lauri Silas. “Second-generation African-American college students:: perspectives and experiences of earning an undergraduate degree.” 2017. Doctoral Dissertation, University of Georgia. Accessed January 28, 2020. http://hdl.handle.net/10724/37624.

MLA Handbook (7th Edition):

Benton, Lauri Silas. “Second-generation African-American college students:: perspectives and experiences of earning an undergraduate degree.” 2017. Web. 28 Jan 2020.

Vancouver:

Benton LS. Second-generation African-American college students:: perspectives and experiences of earning an undergraduate degree. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2020 Jan 28]. Available from: http://hdl.handle.net/10724/37624.

Council of Science Editors:

Benton LS. Second-generation African-American college students:: perspectives and experiences of earning an undergraduate degree. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37624


University of California – Berkeley

25. Lapid, Patrick Andrew. Essays on the Economics of College Access and Completion.

Degree: Economics, 2017, University of California – Berkeley

 This thesis examines two uncommon topics in the economic literature regarding college access and completion: the role of college proximity in recent high school graduates’… (more)

Subjects/Keywords: Economics; Higher education; Education policy; college access; college completion; college proximity; economics of education; higher education; learning communities

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APA (6th Edition):

Lapid, P. A. (2017). Essays on the Economics of College Access and Completion. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/5w75x170

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lapid, Patrick Andrew. “Essays on the Economics of College Access and Completion.” 2017. Thesis, University of California – Berkeley. Accessed January 28, 2020. http://www.escholarship.org/uc/item/5w75x170.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lapid, Patrick Andrew. “Essays on the Economics of College Access and Completion.” 2017. Web. 28 Jan 2020.

Vancouver:

Lapid PA. Essays on the Economics of College Access and Completion. [Internet] [Thesis]. University of California – Berkeley; 2017. [cited 2020 Jan 28]. Available from: http://www.escholarship.org/uc/item/5w75x170.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lapid PA. Essays on the Economics of College Access and Completion. [Thesis]. University of California – Berkeley; 2017. Available from: http://www.escholarship.org/uc/item/5w75x170

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

26. Trent, Monica Parish. Ethical Leadership in Today's Community Colleges: Presidents Respond to the Completion Agenda.

Degree: PhD, Educ Foundations & Leadership, 2016, Old Dominion University

  The role of ethical leadership for community college presidents is of concern (Anderson, Harbour, & Davies; Wood & Nevarez, 2014), especially given the added… (more)

Subjects/Keywords: Community college; Completion agenda; Ethical decision making; Ethical leadership; Presidential leadership; Community College Education Administration; Community College Leadership; Educational Leadership

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Trent, M. P. (2016). Ethical Leadership in Today's Community Colleges: Presidents Respond to the Completion Agenda. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781369140880 ; https://digitalcommons.odu.edu/efl_etds/14

Chicago Manual of Style (16th Edition):

Trent, Monica Parish. “Ethical Leadership in Today's Community Colleges: Presidents Respond to the Completion Agenda.” 2016. Doctoral Dissertation, Old Dominion University. Accessed January 28, 2020. 9781369140880 ; https://digitalcommons.odu.edu/efl_etds/14.

MLA Handbook (7th Edition):

Trent, Monica Parish. “Ethical Leadership in Today's Community Colleges: Presidents Respond to the Completion Agenda.” 2016. Web. 28 Jan 2020.

Vancouver:

Trent MP. Ethical Leadership in Today's Community Colleges: Presidents Respond to the Completion Agenda. [Internet] [Doctoral dissertation]. Old Dominion University; 2016. [cited 2020 Jan 28]. Available from: 9781369140880 ; https://digitalcommons.odu.edu/efl_etds/14.

Council of Science Editors:

Trent MP. Ethical Leadership in Today's Community Colleges: Presidents Respond to the Completion Agenda. [Doctoral Dissertation]. Old Dominion University; 2016. Available from: 9781369140880 ; https://digitalcommons.odu.edu/efl_etds/14


University of Minnesota

27. Gray, Monita Mohammadian. Paving the path to graduation: salient factors for successful transition and persistence of transfer students at a four-year institution.

Degree: PhD, Organizational Leadership, Policy, and Development, 2014, University of Minnesota

 Representing a larger percentage of the undergraduate population on campus across the U.S, coupled with a predicted decline in the "typical" college-going population of 18-year-olds,… (more)

Subjects/Keywords: College student persistence; Completion agenda; Student success; Transfer students; Transition; Organizational leadership, policy, and development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gray, M. M. (2014). Paving the path to graduation: salient factors for successful transition and persistence of transfer students at a four-year institution. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/168203

Chicago Manual of Style (16th Edition):

Gray, Monita Mohammadian. “Paving the path to graduation: salient factors for successful transition and persistence of transfer students at a four-year institution.” 2014. Doctoral Dissertation, University of Minnesota. Accessed January 28, 2020. http://hdl.handle.net/11299/168203.

MLA Handbook (7th Edition):

Gray, Monita Mohammadian. “Paving the path to graduation: salient factors for successful transition and persistence of transfer students at a four-year institution.” 2014. Web. 28 Jan 2020.

Vancouver:

Gray MM. Paving the path to graduation: salient factors for successful transition and persistence of transfer students at a four-year institution. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2020 Jan 28]. Available from: http://hdl.handle.net/11299/168203.

Council of Science Editors:

Gray MM. Paving the path to graduation: salient factors for successful transition and persistence of transfer students at a four-year institution. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/168203


Penn State University

28. Hwang, Jihee. ADVANCING AND TESTING A CONCEPTUAL MODEL THAT MEASURES STUDENT SUCCESS AT FOR-PROFIT COLLEGES AND UNIVERSITIES.

Degree: PhD, Higher Education, 2014, Penn State University

 While for-profit colleges and universities (FPCUs) are touted for their ability to broaden college education opportunities for low-income and underrepresented students who would not otherwise… (more)

Subjects/Keywords: for-profit college and university; certificate/degree completion; nontraditional student success model

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APA (6th Edition):

Hwang, J. (2014). ADVANCING AND TESTING A CONCEPTUAL MODEL THAT MEASURES STUDENT SUCCESS AT FOR-PROFIT COLLEGES AND UNIVERSITIES. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/25049

Chicago Manual of Style (16th Edition):

Hwang, Jihee. “ADVANCING AND TESTING A CONCEPTUAL MODEL THAT MEASURES STUDENT SUCCESS AT FOR-PROFIT COLLEGES AND UNIVERSITIES.” 2014. Doctoral Dissertation, Penn State University. Accessed January 28, 2020. https://etda.libraries.psu.edu/catalog/25049.

MLA Handbook (7th Edition):

Hwang, Jihee. “ADVANCING AND TESTING A CONCEPTUAL MODEL THAT MEASURES STUDENT SUCCESS AT FOR-PROFIT COLLEGES AND UNIVERSITIES.” 2014. Web. 28 Jan 2020.

Vancouver:

Hwang J. ADVANCING AND TESTING A CONCEPTUAL MODEL THAT MEASURES STUDENT SUCCESS AT FOR-PROFIT COLLEGES AND UNIVERSITIES. [Internet] [Doctoral dissertation]. Penn State University; 2014. [cited 2020 Jan 28]. Available from: https://etda.libraries.psu.edu/catalog/25049.

Council of Science Editors:

Hwang J. ADVANCING AND TESTING A CONCEPTUAL MODEL THAT MEASURES STUDENT SUCCESS AT FOR-PROFIT COLLEGES AND UNIVERSITIES. [Doctoral Dissertation]. Penn State University; 2014. Available from: https://etda.libraries.psu.edu/catalog/25049


Tulane University

29. Hoyt, Samantha. Predictors of Post-Secondary Success Among Post-Katrina Graduates from a New Orleans Public Charter High School.

Degree: 2018, Tulane University

1

SamanthaHoyt

Advisors/Committee Members: Gustat, Jeanette (Thesis advisor), Svenson, Nanette (Thesis advisor), Grant, Brooke (Thesis advisor), School of Law International Development (Degree granting institution).

Subjects/Keywords: Higher education; college completion; student success

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APA (6th Edition):

Hoyt, S. (2018). Predictors of Post-Secondary Success Among Post-Katrina Graduates from a New Orleans Public Charter High School. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:78962

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hoyt, Samantha. “Predictors of Post-Secondary Success Among Post-Katrina Graduates from a New Orleans Public Charter High School.” 2018. Thesis, Tulane University. Accessed January 28, 2020. https://digitallibrary.tulane.edu/islandora/object/tulane:78962.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hoyt, Samantha. “Predictors of Post-Secondary Success Among Post-Katrina Graduates from a New Orleans Public Charter High School.” 2018. Web. 28 Jan 2020.

Vancouver:

Hoyt S. Predictors of Post-Secondary Success Among Post-Katrina Graduates from a New Orleans Public Charter High School. [Internet] [Thesis]. Tulane University; 2018. [cited 2020 Jan 28]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:78962.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hoyt S. Predictors of Post-Secondary Success Among Post-Katrina Graduates from a New Orleans Public Charter High School. [Thesis]. Tulane University; 2018. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:78962

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Northeastern University

30. Oldham, Todd M. The impact of a cohort-based learning model on student success in vocational technical certificates at a community college.

Degree: EdD, School of Education, 2017, Northeastern University

 Workforce practitioners within community colleges are increasingly faced with pressures from business and industry to offer academic and career oriented programs targeted to the workforce… (more)

Subjects/Keywords: cohort-based education; community college completion; middle-skills; skills gap; structure hypothesis; workforce development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Oldham, T. M. (2017). The impact of a cohort-based learning model on student success in vocational technical certificates at a community college. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20241703

Chicago Manual of Style (16th Edition):

Oldham, Todd M. “The impact of a cohort-based learning model on student success in vocational technical certificates at a community college.” 2017. Doctoral Dissertation, Northeastern University. Accessed January 28, 2020. http://hdl.handle.net/2047/D20241703.

MLA Handbook (7th Edition):

Oldham, Todd M. “The impact of a cohort-based learning model on student success in vocational technical certificates at a community college.” 2017. Web. 28 Jan 2020.

Vancouver:

Oldham TM. The impact of a cohort-based learning model on student success in vocational technical certificates at a community college. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2020 Jan 28]. Available from: http://hdl.handle.net/2047/D20241703.

Council of Science Editors:

Oldham TM. The impact of a cohort-based learning model on student success in vocational technical certificates at a community college. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20241703

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