This interpretive study sought to understand how six GED graduates who dropped out of high school came to be enrolled at a rural community college, and what factors they perceived promoted or impeded their academic persistence and success. Specifically the study focused on student backgrounds, reasons for dropping out of high school, return motivations, and persistence factors influencing retention. Participants were selected based upon the following characteristics: 1) over the age of 21 2) enrolled both fall quarter, 1993 and winter quarter, 1994 3) studied for and took the GED at Yakima Valley Community College (YVCC) 4) received the GED after the test was revised in 1988 5) had earned at least 20 credits at YVCC by the end of fall quarter, 1993 In-depth student interviews and examination of student records provided data for the development of case records. Data analysis resulted in the generation of seven hypotheses. Among them were hypotheses that suggest that the GED was the key to accessing further education for returning adult high school dropouts, and that a primary benefit of passing the GED Tests was an increase in the self-confidence students needed to continue their education. The study also found that GED graduates recognized they may lack academic survival skills due to dropping out of high school, and that they were inclined to use college services for remediation. Four academic integration factors--the accessibility of a sequence of developmental classes, the existence of study skills or freshman orientation classes, the availability of tutoring, and supportive advising--contributed to the persistence and success of GED graduates. Two factors--the drive to become self sufficient, and the ability of students to develop a strong commitment to college through their faith in education to promote life changes--enabled students to persist and succeed. Participants provided evidence that GED graduates can succeed in community college as well as other students who have earned traditional high school degrees when certain academic conditions are in place. Finally, the study demonstrated the positive effect education can have in breaking the cycle of negative family attitudes toward schooling for the next generation. / Graduation date: 1995

A historical overview of Latino enrollment in the community college is presented. Thirty Latino occupational, transfer, and non-credit students attending an Oregon college were interviewed, examining educational and familial background, and college services as indicators of their decision to pursue postsecondary studies at the two-year institution. Results are analyzed, supplemented by information from local agencies and institutional data. Findings indicate Latinos are drawn to community colleges because of convenience, accessibility, affordability, and variety of programs offered. Recommendations based on information gathered are provided to assist community college leaders striving to better serve this population. / Graduation date: 1994

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--Virginia Commonwealth University, 2006. / Prepared for: School of Education. Bibliography: leaves 165-172. Also available online.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 134-141). Also available on the Internet.

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership, and Workforce Development. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 259-267). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 207-214). Also available on the World Wide Web.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 134-141). Also available on the Internet.