Baccalaureate degree completion statistics are surprisingly low. National four-year graduation rates hover around 38%, and six-year graduation rates have remained steady at approximately 63% (Berkner, He, & Cataldi, 2002). At the University of Central Florida, as at many public research institutions, the numbers are even lower. Literature has emerged, however, which suggests that students who participate in cooperative education programs may experience increased motivation to continue the formal education process (Avenoso & Totoro, 1994; Schambach & Dirks, 2002; Somers, 1986). This study investigated the effect of co-op participation on undergraduate degree completion in the context of several risk factors for attrition. The population for this study was the cohort of full-time, bachelor's degree-seeking undergraduate students who entered the University of Central Florida as first-time-in-college (FTIC) students in the fall semester of 1999. Group One (Co-op Students) consisted of full-time FTIC students who successfully participated in the University of Central Florida Cooperative Education program and Group Two (Non-Participants) included full-time FTIC students with at least 20 credit hours completed and consistent grade point averages of at least 2.5 who did not participate in the University of Central Florida Cooperative Education program. The additional parameters on the Non-Participant group were included to control for any potential differences between the two groups due to increased requirements for participation in the co-op program. The two groups arrived at the University of Central Florida with nearly identical high school grade point averages and standardized test scores, and also were remarkably similar in age, ethnic composition, and college at entry. Results indicated that students who graduated within four years seemed to do so regardless of co-op participation, but for those who took longer, there was a correlation between co-op and degree completion. There was also some evidence to suggest that internships are associated with degree completion as well. Further, some of the known risk factors for attrition (lower high school grade point average, male gender, and non-White/non-Asian ethnicity) may be mitigated by the student's participation in their institution's co-op program, though additional research in this area is suggested.

Racially restrictive housing covenants, their diffusion, and the motivations of those who created them in the northern cities of America in the early 20th century are thoroughly covered within the discipline of political science. Despite the existing literature about racially restrictive covenants, there is very little existing literature or research that covers outcomes (education, political participation, power distribution, income disparities, etc.) in relation to racially restrictive covenants. This thesis investigates how the legacy of racially restrictive housing covenants impacted modern educational outcomes, specifically graduation rates, in the city of Chicago. The methodological approach includes both qualitative and quantitative analysis of historical maps, population demographic distribution, court cases, housing policy, and high-school graduation rates (from 1999–2014). Based on historical background and data analysis, the racially restrictive housing covenants in the city of Chicago led to pervasive patterns of neighborhood segregation that contribute to the racialization of educational outcomes. These findings help to provide quantitative evidence that the legacy and impact of racially restrictive housing covenant policy still impact modern living conditions and outcomes in education and possibly beyond.

When the CalStateTEACH program first began in September 1999, the program graduated fifty-one percent of candidates within eighteen months. Data suggests that by the September 2001 cohort, the program graduated candidates in eighteen months at a rate of only thirty-two percent. The program graduated more candidates within eighteen months when the program first began, and currently, the longer candidates stay enrolled in the program (past eighteen months) the less likely they are to complete their credential with CalStateTEACH. The purpose of this research study was to identify factors that lead to the decrease in matriculation in the CalStateTEACH program since its inception. The reasons for this phenomenon were considered from both the candidate and faculty perspective in order to draw conclusions which would serve as the foundation for programmatic change to help reverse this trend. “Pioneer” faculty, those who have been with the program since its inception, were interviewed to determine their perspective on the program. Additionally, graduates from the 3A cohort (third year graduating class) were interviewed to collect their perspective on the program. The interview data was evaluated for common themes transcending the two interview groups to determine what the CalStateTEACH program can do to better support increased matriculation. The results of the interview data suggested that both faculty and graduates shared concerns surrounding the amount and flexibility of the program curriculum. Both populations spoke of the importance of the face-to-face component of the program, and felt increased in-person communication opportunities were critical. The significance of the faculty-student relationship was an essential factor in student retention, as were student relationships with their peers. Faculty and students indicated that faculty travel and local proximity to candidates effected student support. Both populations spoke to the effects changing faculty mid-program has on student support and satisfaction. Recommendations for further study include the effectiveness of the new curriculum being launched in September 2004 and its impact on student retention and satisfaction. Further, the effects of students being assigned to one faculty member for the duration of the program must be considered and how it impacts student retention.

This dissertation examined if community college governing board structure and trustee selection influence institutional and student outcomes. This study employed a causal-comparative design and one-way between subjects ANOVA to examine the effects of board structure and trustee selection on the average cost of attendance, graduation rate, and salary after attending. The participants were 894 public community colleges in the United States. The independent variables included board structure (local boards versus statewide boards) and board composition (elected boards versus appointed boards). The independent variable data were collected from a report, Public Community College Governing Boards: Structure and Composition, compiled by the Association of Community College Trustees. The 3 dependent variables (i.e., average cost of attendance, graduation rate, and salary after attending) was collected from pre-existing publicly available data from the United States Department of Education College Scorecard. The research indicated that a locally governed board does result in a lower cost of attendance. The results also signaled that community college boards with elected boards of trustees have a lower cost of attendance and a higher salary after attending.

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