Date of Award

Spring 5-18-2019

Degree Type

Dissertation

Degree Name

PhD Higher Education Leadership, Management, Policy

Department

Education Leadership, Management and Policy

Advisor

Eunyoung Kim, Ph.D.

Committee Member

Barbara Strobert, Ed.D.

Committee Member

Negar Farakish, Ed.D.

Keywords

Title V program, Latinx, community college, Hispanic Serving Institution, student success, academic performance

Abstract

Historically, the low degree attainment of Latinx students has been an issue of concern. The Title V Developing Hispanic-Serving Institutions Program was implemented to address this issue. This quantitative study examines the effect of participation in a Title V program’s accelerated developmental English and English as a Second Languages paths on Latinx student success measured by academic performance, persistence and fall to fall retention at a comprehensive community college. By applying propensity score matching and the conceptual model in this study, the effect of participation in the Title V program on Latinx student success was measured without the influence of the covariates. This study found that students who participated in the Title V program’s accelerated developmental English and ESL paths had higher academic standing, cumulative GPAs, success rate, completion rate, and persistence compared to students who did not participate in the program.

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