Thesis (Ph. D.)--Virginia Commonwealth University, 2007. / Prepared for: School of Education. Bibliography: leaves 87-98.

Thesis (Ed. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 74-77). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 74-77). Also available on the Internet.

Thesis (Ed. D.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 138-149). Also available on the World Wide Web.

Thesis (Ph.D.)--Ohio State University, 1996. / Includes vita. Includes bibliographical references (leaves 97-100). Available online via OhioLINK's ETD Center.

Thesis (Ed. D.)--Illinois State University, 1995. / Title from title page screen, viewed May 9, 2006. Dissertation Committee: Larry Kennedy (chair), John V. Godbold, John Goeldi, William Tolone. Includes bibliographical references (leaves 81-87) and abstract. Also available in print.

The Caribbean University's Pre-College Program (PCP) served as the conduit for the nation's academically underprepared high school graduates to matriculate to university and earn a degree. The PCP student enrollment increased annually since 2010; however, less than 70% of the total PCP students matriculated to an associate degree. Without a formal program evaluation, the empirical evidence into the factors that influenced PCP students' progress remained unknown. The purpose of this participatory-summative logic outcomes program evaluation was to measure stakeholders' perspectives of the ways in which the PCP's purpose, structure, and outcomes were manifested in the practices at the Caribbean University. A purposeful sample of 9 PCP students from the 2010 to 2015 PCP cohorts volunteered and received a 31-item Likert-scale College Persistence Questionnaire (CPQ) on-line survey to garner insights into the factors influencing the PCP learners' outcomes. Nine PCP faculty members and the deputy registrar completed separate versions of an online questionnaire. The PCP students' responses were analyzed using descriptive statistics. The open-ended responses were coded and analyzed. The PCP faculty members and deputy registrar's open-ended responses were coded, and thematically analyzed. Participants' responses identified institutional, curricular, and admissions criteria issues that influenced PCP students' low academic performance while supporting the PCP's program continuation. Findings and recommendations were included in an executive report for the study site. Providing the outcomes of this research to the leadership at the study site may lead to positive social change by supporting a second chance for this Caribbean nation's academically underprepared high school graduates who seek a college degree.