<p> The purpose of this study was to analyze how high schools in the state of Missouri&rsquo;s rural, suburban, and urban areas were preparing students for post-secondary education and career readiness. The researcher analyzed the state of Missouri secondary data gathered from the 2013 through 2017 school years, in urban, suburban, and rural high schools. The researcher also surveyed school guidance counselors and administrators. The data represented consisted of ACT Composite Scores, Annual Performance Reports, Post-Secondary Placements, Career and Technical Education Placements, Dropout Rates, and Graduation Rates. This examination utilized a mixed method study to gain an understanding of each school&rsquo;s delivery method, as well as factual data. Such an investigation was undertaken to understand how each targeted school was performing and what areas needed improvements. </p><p> The results of the study indicated that there were multiple elements that may be causing urban school students to perform less than their counterparts, and suburban schools to outperform rural and urban schools. Suburban students had the highest score for meeting or exceeding the minimum ACT score, rural schools came second, and urban schools had the lowest scores. Rural schools had the highest number of students attending Technical Schools after graduation. Data also indicated that counselors from rural schools felt that an unsuccessful strategy was verbally telling students to apply to college, and that universal programs did not work well with their students. Suburban school counselors felt their caseloads were too large, which limited the 1-1 interaction that students needed. Urban school counselors felt that getting parents involved was a challenge and students had high levels of trauma, which led to difficulty in focusing on college or career options.</p><p>

<p> College student success outcomes have become increasingly significant to many stakeholders as student attrition has proven costly for students, institutions of higher education, and the economy (Foss, Foss, Paynton, &amp; Hahn, 2014; Jobe &amp; Lenio, 2014). Historically, a positive relationship between college students who live on-campus and retention has been found (Astin, 1993; Bronkema &amp; Bowman, 2017; Chickering, 1974; Pike &amp; Kuh, 2005; Schudde, 2011; Soria &amp; Taylor Jr., 2016; Walsh &amp; Robinson Kurpius, 2016). However, commuter students now make up most of the current college student population (Skomsvold, 2014). The purpose of this mixed methods study was to advance the understanding of the commuter student phenomenon within the context of the institution. Quantitative data included first- to second-year retention rates and six-year graduation rates for the three most recent cohorts of commuter and residential students at one Midwest university. The first- to second-year retention rate was 63.21% for commuters and 66.07% for residential students; the six-year graduation rate was 35.07% for commuters and 33.68% for residential students. There were not statistically significant differences in the first- to second-year retention rates or six-year graduation rates of commuter and residential students. Qualitative data were gathered using student focus groups and faculty interviews, including 16 and nine participants respectively. Responses were reviewed through the lens of Strange and Banning's (2015) campus ecology model, and four themes emerged: getting from here to there, the double-edged sword of convenience, independence, and it is who we are. Based on the findings, higher education leaders should continue to observe and assess student groups within the context of their own unique institutions. </p><p>

Participation in study abroad has tripled in the last two decades, with over 332,000 U.S. undergraduate students studying overseas for academic credit in the 2016/2017 school year (Institute of International Education, 2018). Programs aimed at freshman students are a popular new trend in education abroad. As freshman program offerings increase, so does the urgency to assess the merits and effectiveness of these programs. Existing literature illustrates benefits of the study abroad experience in general, but provides little insight on outcomes for freshman students participating in first-year programs. Through a mixed methods approach, this study seeks to investigate academic and intercultural communication program outcomes of a full, first-year study abroad experience for a single freshman cohort. This study will provide institutional stakeholders their first outcomes assessment of a new and increasingly popular type of educational program. Additionally, the study will inform the field of study abroad through a descriptive analysis of participant data and their perceptions. The results have the potential to serve as a foundation for future research and the development of best practices. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. / Spring Semester 2019. / April 11, 2019. / academic outcomes, first year experience, freshmen, learning outcomes, program evaluation, study abroad / Includes bibliographical references. / Linda Schrader, Professor Co-Directing Dissertation; Robert A. Schwartz, Professor Co-Directing Dissertation; Elizabeth M. Jakubowski, University Representative; Patrice Iatarola, Committee Member; Toby Park, Committee Member.

Student-athletes are a highly visible subgroup of students whose performance and visibility can influence the formation of an institution's image (Zimbalist, 1999). Research must continue to advance understanding of the variables that lead to student-athlete academic success in order to enhance opportunities for student-athletes, improve institutional performance, and address important national priorities for intercollegiate athletics and higher education. The purpose of this study is to identify those precollege and college experience variables that influence student-athlete success at a major Division I institution in the Southeastern United States during a three year period from 2000 to 2003. Study variables included: race; gender; residency; high school grade point average; SAT composite score; scholarship amount; classification; major; Pell Grant eligibility; GPA for each of the first three semesters; number of degree hours each of the first three semesters; number of withdrawals for each of the first three semesters; and participation in an enrichment program. Logistic regression analyses were used to test the data. The precollege variables related to residency and SES were significant predicting variables of student-athlete graduation or non-graduation within six years. Student-athletes from out-of-state were less likely to graduate than in-state student-athletes. Student-athletes from low SES backgrounds, as determined by Pell Grant eligibility, were less likely to graduate than those from higher SES backgrounds. In regard to the college experience variables, sport, more specifically golf, was a positive and significant predictor of graduation within six years. Student-athletes who declared math and science majors at enrollment were significantly less likely to graduate. Higher GPA the second term of enrollment was negatively related to student-athlete graduation within six years. Finally, the number of degree hours student-athletes enrolled in the first, second, and third term was a significant predictor of student-athlete graduation. The overall conclusion of this study is that selected precollege and college experience variables appear to influence six year graduation among student-athletes. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. / Degree Awarded: Fall Semester, 2010. / Date of Defense: October 27, 2010. / College Success, Student-Athletes, College Experience Variables, Precollege Variables, Predicting Graduation / Includes bibliographical references. / Joseph Beckham, Professor Directing Dissertation; Frances Berry, University Representative; Thomas Wetherell, Committee Member; Shouping Hu, Committee Member.

Thesis (D.Min.)--Liberty Theological Seminary and Graduate School, 2007.

Thesis (Ed. D.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains iv, 107 p. Includes abstract. Includes bibliographical references (p. 88-93).

Thesis (Ph. D.)--Ohio State University, 2002. / Title from first page of PDF file. Document formatted into pages; contains xiv, 169 p.; also includes graphics. Includes abstract and vita. Advisor: Mary K. Marvel. Includes bibliographical references (p. 150-169).

Thesis (Ed. D.)--West Virginia University, 2000. / Original electronic document formatted into pages. Includes vita. Includes bibliographical references (leaves 88-106) and abstract.

Thesis (Ed. D.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains xi, 236 p. : ill. Includes abstract. Includes bibliographical references (p. 196-209).

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains viii, 115 p. Vita. Includes abstract. Includes bibliographical references (p. 88-95).