Date

12-2017

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Brenda Ayres

Keywords

Community College, Developmental Education, Financial Aid

Disciplines

Educational Leadership

Abstract

One of the most significant issues in post-secondary education is persistence. In community colleges, retention and graduation rates are very low. This is especially true for students enrolled in developmental English, reading, and/or math courses. The low cost of community college tuition and fees combined with financial need-based programs in the form of Pell Grants, give all students, including students academically unprepared who require developmental courses, access to a college education and the means to persist and complete a degree program. However, despite the financial resources, these students are not persisting and completing a degree program. This study will be a causal-comparative design using data measuring the persistence and graduation rates of developmental students that received a Pell Grant compared to the persistence and graduation rates of developmental students that self-pay. In this study, Pell Grants will be used as the level to determine if there is a difference between receiving financial aid and persistence and graduation rates among students enrolled in one or more developmental courses.

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