Date of Award
College of Education
Type of Degree
Dennis M. Anderson
The purpose of this study was to examine the educational experiences and outcomes of low-skill adults in West Virginia’s community and technical colleges, providing a more detailed profile of these students. Data for the variables were obtained from archival databases through a cooperative agreement between state agencies. Descriptive statistics were utilized to examine momentum point attainment, milestone achievement, persistence, and pre- and post-educational mean wages of first-time students age 25+ who enrolled in a West Virginia community and technical college over a five year period beginning with the 2004-2005 academic year. Chi-square tests for independence were used as well as frequencies and conditional probability analysis. Students were grouped by their initial enrollment, developmental or college-ready, and their academic goals, vocational or transfer. The most significant momentum point attainment that indicated successful achievement of any milestone was completion of a college-level math course. This was true for all groups. Completion of a college-level math course was also the best indicator of persistence.
Community college students - West Virginia - Longitudinal studies.
Adults education - West Virginia.
Perry, Carol A., "Creating Pathways for Low-Skill Adults: Lessons for Community and Technical Colleges from a Statewide Longitudinal Study" (2012). Theses, Dissertations and Capstones. Paper 317.