Research on the efficacy of drug courts for substance-abusing criminal adult offenders has generally found reduced recidivism rates, and both actual and potential cost savings to the public. However , outcome research on juvenile drug courts has been limited. Furthermore , little research has examined variables that may be predictive of outcome in this population. This study reports graduation and rearrest rates for a sample of juvenile drug court participants in Salt Lake City, Utah. Also, this research assessed whether demographics, prior arrest history, attendance at drug education classes, serving detention time, or a preprogram measure of degree of substance abuse (SAS SI-A) help predict several important outcomes (i.e., graduation from the drug court program and number of rearrests per year after leaving drug court). The graduation rate in this sample was fairly high (84.2%). However, the rearrest rate was also relatively high, with slightly over 50% with an arrest for any offense, and 38. 7% with a drug-elated arrest during follow-up (average follow-up time 4.3 years). Serving detention and not attending prevention class predicted lower rates of program graduation, while younger age, male gender, not graduating drug court, non-Caucasian status, and past adjudication predicted higher rates of recidivism (rearrest).

This applied dissertation was designed to describe and explain the dropout phenomenon occurring in a rural high school in southeastern North Carolina. Caucasian students were dropping out at a disproportionate rate compared to other ethnic groups in the school. Over the last 4 years, 68 students did not graduate with their prospective class at the southeastern rural North Carolina high school research site; approximately 63% of those students were Caucasian, and 37% were non-Caucasian. Caucasian students were the smallest population at the selected high school (40%); however, they accounted for the highest average percentage of dropouts (63%). In 2011, Caucasian students alone accounted for 81% of the total dropouts. In essence, the largest ethnic group not graduating in this rural school district was Caucasian students. In an effort to investigate the academic, social, and home factors (strains) that may have contributed to the high dropout rate of Caucasian students, a study was conducted at the high school. The study involved investigating perceptions of professional staff at the selected high school. Professional staff completed a survey that measured perceptions as to why Caucasian students dropped out a higher rate than other ethnic groups. The general research design answering the 2 research questions for this study was a explanatory mixed-methods research design utilizing quantitative and qualitative data collected sequentially. After calculating descriptive statistics from survey responses (means and frequency of occurrence), performing a chi-square goodness-of-fit test, and conducting focus-group interviews, the results of the study indicated that professional staff members at the selected high school perceived that academic and home and community setting strains, not social strains, were the greatest influence on why Caucasian students were not graduating at the same rate as non-Caucasian high school students at the selected rural high school.

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The overall college enrollment rates for young adults have increased over the last several years. While this is promising, a notable amount of students do not attain a degree. This scenario can create major consequences for the United States as global competitiveness requires a workforce that possesses a postsecondary degree. Dual enrollment is a program that has been seen to answer the need for more postsecondary graduates. Despite the robust literature that suggests the positive effects for students who participate in dual enrollment, limited research exists on the effects of dual enrollment on the institution. Therefore, this study attempted to fill the gap in the literature by examining the effects of dual enrollment on an institution. The independent variable was participation in dual enrollment and the dependent variables were persistence rates and degree completion. The population consisted of 5,251 first-time, full-time students in the Mississippi Community College System. Of this number, 741 had taken at least 1 dual enrollment course between the fall of 2010 and the spring of 2015, and 4,510 had no previous dual enrollment experience at all. A Chi-square test was used for both research questions. Results of the study indicate that there is a significant difference in persistence rates when comparing dual enrolled students to non-dual enrolled students. First-time, full-time students who had previous dual enrollment experience were more likely to maintain consistent enrollment (69%) at the community college than students who had no previous dual enrollment experience (45%). There is also a significant relationship between students attaining a degree in a timely manner when comparing dual enrolled students to non-dual enrolled students. First-time, full-time students who had previous dual enrollment experience were more likely to earn a degree in 3 years (61%) than students who did not participate in dual enrollment (35%). The effect size for both research questions was small. While the outcomes of this study are positive, it is imperative to continue to examine the effects of dual enrollment on an institution. Policy differences at each of the Mississippi community colleges could render different outcomes for the students and ultimately affect the institution.

Student retention rates and graduation rates currently play a major role in measuring the success of institutions of higher education. To contribute to the likelihood of this success many institutions offer programs designed to increase the academic performance of their students especially those classified as incoming freshmen. Others are more focused and target those who are from underrepresented populations. Nonetheless not many programs have been designed to aid those students in the subsequent years that follow freshman year. The purpose of this research project was to determine if there are significant differences in the success of those students who participate in a multi-year program as opposed to those who participate in a program specifically designed for incoming freshmen. Additionally these 2 groups were compared with students who did not participate in either program. The participants in this study were classified within 3 groups: Quest for Success, Student Support Services, and nonprogram participants. Archival data were used to examine grade point averages, retention rates, and graduation rates. A random sample of 125 students from each of the 3 groups (375 total) was examined for the purposes of comparing mean grade point averages. For the purposes of comparing retention rates and graduation rates, however, the population was examined due to the manner in which data were provided. Additionally the use of the population provided more precise retention rates and graduation rates in this study. Findings of the study are congruent with the literature in terms of the role that outreach programs play in the success of underrepresented students. These results revealed that students in the multi-year program, Student Support Services, had significantly higher grade point averages, retention rates, and graduation rates when compared to Quest for Success (a 1-year incoming freshman program). Student Support Services also had significantly higher grade point averages and retention rates than nonprogram participants from underrepresented student populations. Furthermore there were no significant differences found in comparisons between Quest for Success and nonprogram participants.

This dissertation examined community college transfer students’ perceptions of how mental health concerns interfere with academics, the ability to stay in school, graduate, and transfer to a 4-year university. The study also examined if community college transfer students perceive that mental health counseling improves their ability to stay in college, graduate from community college, and overcome barriers that interfere with the ability to transfer to a 4-year university. The study employed descriptive statistics and one-way between subjects ANOVAs to examine the effects of demographic characteristics and presenting mental health concerns on the ability to remain in community college, graduate from community college, and transfer to a 4-year university. Eta squared post hoc test revealed medium to large effect sizes. The participants were 65 transfer students consisting largely of white, female community college graduates between the ages of eighteen and twentyour from a mid-sized, southeastern United States university. Significant findings for differences in perceptions were found based on students’ presenting concerns for counseling and demographics.

The purpose of this comparative study was to determine the relationship of a First-Year Seminar course as well as student entry demographics to retention and graduation rates at community college in Tennessee. In the fall of 2013, the enrollment for the participating college was 3,790 with a mean composite ACT score of 18.9 and a mean GPA of 2.823. First-Year Experience programs at the community college consisted of First-Year Seminar (FYS), New Student Online Orientation (NSOO), New Student Advisement and Registration (NSAR), and mandatory academic advisement. For the purpose of this study the researcher examined only the First-Year Seminar course. The First-Year Seminar course was designed to provide students with strategies to further develop academic as well as life management skills. The course incorporated techniques to assist students in a successful beginning at the institution. Major topics focused on goal setting, institutional resources and activities, time management, basic study strategies including note-taking and test-taking, development of an academic plan, developing relationships, stress management, and career exploration. The populations studied were students who participated in a First-Year Seminar course and students who did not participate in a First-Year Seminar course. Those students who participated in the First-Year Seminar course were compared to the overall population of students prior to the implementation of mandatory participation in the first-year programs. The research questions in this study were addressed through data analysis using chi-square two-way contingency table. Archival data were retrieved from the institutions data system, about students who participated in a First-Year Seminar course and those students who did not participate. Additional demographic information were collected on student gender, age, and financial aid status. The findings in the study indicated there were significantly higher rates of retention for those students who participated in a First-Year Seminar course than those students who did not participate in a First-Year Seminar course. In regards to gender, age, and financial aid status overall retention rates were significantly higher for those students who participated in a First-Year Seminar course. The findings however did not indicate a significant correlation between participation in a First-Year Seminar course and graduation rates.

The focus of this research was to identify primary interventions that participants in the study perceived to have influenced them to persist to remain in high school. This was accomplished by analyzing data gathered in a survey administered to 901 program completers who were rising 10th, 11th, and 12th graders who completed the Eighth-toNinth-Grade Summer Transition Program in 2009, 2010, and 2011 in one Florida School District.

The aim of this study was to understand the factors that affect returning students' ability to complete their degrees through online degree programs. Logistic regression was used to determine which factors had a significant relationship with persistence to graduation and how they contributed to the odds of students graduating. The findings show that academic locus of control and academic self-efficacy had a significant positive relationship with returning student persistence to graduation, with the locus of control contributing to the odds of graduation more than self-efficacy. Additionally, the amount of time between the student's initial dropout and subsequent return to complete their degree generally had a negative relationship with graduation. The reason for re-enrollment also affected the likelihood of graduation. This study informs educational leaders of the unique needs of students who have completed some college and informs them of interventions that will increase their likelihood of graduating.

In this study, the research problem was underrepresented minority (URM) male and female transfer students and male transfer students of all ethnicities who were placed on academic suspension, thus removing their chances of being retained and graduating. The purpose of this study was to see to what extent there were relationships between the dependent variables retention and graduation and the independent variables ethnicity, gender, and enrollment in a retention program. A total of 295 participants were included in the study: 119 students who chose to enroll in the retention program and 176 students who chose not to enroll. Descriptive statistics were run to report the demographic data. A binary logistic regression was used to examine the relationship between the demographic variables (i.e., ethnicity, male, retention program enrollment, retention first year, and graduation from a period of 2014–2016). The results yielded that ethnicity had no effect on retention or graduation. Also, the male gender had no effect on retention or graduation. Students were more likely to be retained if they enrolled in a retention program as compared to those who did not enroll. Also, students were more likely to graduate if they enrolled in a retention program as compared to those who chose not to enroll. The study concluded with a summary of the findings as well as limitations of the study. Recommendations were discussed for practitioners and policy makers to include information for students, faculty, and advisors to encourage career exploration. Future research recommendations included expanding the study to all students, conducting a qualitative study to see why students chose not to enroll in a retention program, and examining the participants’ current program of study.