The purpose of this study was to determine and examine the impact of student support services (SSS) on academic success at a historically black college. The study was grounded in the theoretical framework of Astin’s Input-Environment-Outcome Model (IEO), Scholssberg’s theory of marginality, holistic theory , facilitation theory, and the theory of sensory simulation (Dunn, 2002; Anderson et. al., 2011; Dennick, 2014 and Pritchard, 2013) A mixed method approach was used to quantify and explicate triangulated data, which included the N-LSSI survey, archival data, and focus group interviews. The N-LSSI survey used a 7-point Likert Scale, and students from The College completed the instrument. The longitudinal nature of the study meant that the assumption of independent observations required by ANOVA was violated. Therefore, I used MANOVA to analyze SSS and Non-SSS student academic achievement data (i.e., GPA, Accuplacer test scores). This analysis also determined whether significant differences existed between the SSS and Non-SSS student participant groups based on means of the predictors. Qualitative data were organized, evaluated, and interpreted using open, axial and selective coding with MAXQDA, a qualitative data analysis software program. The results of the analyses showed there were no significant differences between the two student groups relative to GPAs. In contrast, Accuplacer math scores, reading scores, and writing scores were significantly different. The retention differences between SSS and Non-SSS students were significant in 2011 and 2012, while graduation data revealed significant differences in 2012. Results from the N-LSSI survey produced no significant difference between SSS and Non-SSS satisfaction with The College, while focus group interviews revealed student satisfaction levels were virtually the same.

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Access to education is a central part of federal higher education policy, and federal grant and loan programs are in place to make college degrees more attainable for students. However, there is still controversy about whether there are unintended consequences of implementing and maintaining these programs, and whether they are effectively achieving the goal of increased accessibility. In order to answer questions about whether three specific types of federal aid cause higher tuition rates and whether these programs increase graduation rates, four ordinary least squares regression models were estimated. They include changes in both in-state and out-of-state tuition sticker prices, graduation rates, as well as changes in three types of federal aid, and other variables indicative of the value of a degree for four-year public universities in Arizona, California, Georgia, and Florida for years 2001-2011. The regressions indicate a positive effect of Pell Grants on in-state and out-of-state tuition and fees, a positive effect of disbursed subsidized federal loans on the change in number of degrees awarded, and a positive effect of Pell Grants on graduation rates.

Unaccompanied immigrant youth (UIY) face obstacles that can hinder their education in their host countries. Given that educational attainment can help interrupt intergenerational cycles of poverty, the examination of support systems for UIY is critical. This study examined the role of sports-based youth development (SBYD) programs in supporting UIY students using a utilization-focused evaluation. To do this, two groups’ high school graduation rates were compared: (a) UIY participating in an SBYD program and (b) UIY not participating in a SYBD program. In addition to this quantitative analysis, UIY were surveyed and interviewed to contextualize the results of the graduation rate comparison. The graduation rate analysis demonstrated that students who take part in an SBYD program were more likely to graduate than those who did not. The participants reported that their SBYD program connected them to other people and motivated them to continue their education. In short, this study provides evidence that SBYD programs can promote social inclusion and educational attainment for UIY. Keywords: Unaccompanied immigrant youth, sports-based youth development program, utilization-focused evaluation, graduation rate

South Africa is experiencing a financial skills shortage with a severe shortage of accountants and chartered accountants in particular. The aim of this study was to measure accessibility of public higher education in South Africa, in general and specifically relating to accountancy programmes with special emphasis on chartered accountancy programmes in South Africa, by making use of selected accessibility indicators. Although some of these indicators have been used to measure accessibility of higher education in general both locally and internationally, they are not often used to measure accessibility of a programme for a particular profession such as accountancy or chartered accountancy. This study aimed to fill this gap by measuring the selected accessibility indicators and providing subsequent rankings of the four public universities selected for this study. The results can be used by institutions that offer accountancy and chartered accountancy programmes as well as the South African Institute of Chartered Accountants, as the profession’s Education and Training Quality Assurance body, to evaluate the accessibility of accountancy as well as chartered accountancy programmes. / Financial Accounting / M. Compt. (Applied Accountancy)

South Africa is experiencing a financial skills shortage with a severe shortage of accountants and chartered accountants in particular. The aim of this study was to measure accessibility of public higher education in South Africa, in general and specifically relating to accountancy programmes with special emphasis on chartered accountancy programmes in South Africa, by making use of selected accessibility indicators. Although some of these indicators have been used to measure accessibility of higher education in general both locally and internationally, they are not often used to measure accessibility of a programme for a particular profession such as accountancy or chartered accountancy. This study aimed to fill this gap by measuring the selected accessibility indicators and providing subsequent rankings of the four public universities selected for this study. The results can be used by institutions that offer accountancy and chartered accountancy programmes as well as the South African Institute of Chartered Accountants, as the profession’s Education and Training Quality Assurance body, to evaluate the accessibility of accountancy as well as chartered accountancy programmes. / Financial Accounting / M. Compt. (Applied Accountancy)

This study was interested in investigating the factors contributing to low completion rates at a TVET college in the North-West Province. There is not much research conducted on the low completion rates at TVET Colleges in South Africa. The study sought to explore the understanding of completion rates at TVET Colleges, the current completion rates and the causes and the strategies that might be employed to increase the completion rates. Qualitative methodology was used to collect data, using semi-structured interviews for all the focus group interviews. Collected data were transcribed, interpreted, analysed and the findings were presented. The study revealed that factors contributing to the low completion rates are finance and management issues, staff problems, policy factors, socio-economic factors and students’ personal factors that require attention in order to increase the completion rates. These include lecturer qualifications, student funding, inadequate infrastructure, drug and substance abuse, involvement of stakeholders and lack of adherence to policies. The study recommends proper administration of students’ bursaries, effective Quality Management System (QMS), lecturer development, adequate infrastructure and efficient policies to be implemented. The study might draw the attention of the DHET, the college management and other stakeholders in order to come up with interventions to remedy the low completion rates at TVET Colleges. / Educational Management and Leadership / M. Ed. (Educational Management)

Despite the fact that education plays a vital role in the success of an individual and society as a whole, it is estimated that 1 of every 4 students will not receive a high school diploma four years after starting ninth grade. In an effort to decrease dropout rates and increase graduation rates of high school students, educators are searching for nontraditional methods to increase student achievement. One such method, dual enrollment, involves community colleges in the role as facilitators. While preliminary research indicates a relationship between dually enrolled students and high school graduation, additional data is needed on student demographics and achievement. To build and improve upon the dual enrollment programs of Mississippi’s community colleges, it will be important to know the participation levels and their effect on graduation rates. The purpose of this study was twoold: 1)To examine the proportions of students participating in Mississippi Community College Dual Enrollment Programs based on various demographics. 2)To determine the degree to which Mississippi Community College Dual Enrollment demographics and poverty levels of Mississippi public schools affect high school graduation rates of Mississippi’s Community College Districts. Data were obtained from the State Board of Community and Junior Colleges and the Mississippi Department of Education. Demographic variables chosen for the study included gender, race, curriculum and poverty level. Data from each public school was grouped according to the corresponding community college district, allowing the researcher to better establish the proportions of students participating in dual enrollment and the poverty level of public school students within the district. These proportions were then analyzed to find correlation between demographics and graduation rates of the community college district. Results indicate a low overall percentage of students participating in dual enrollment and disproportioned percentages between community college districts. Regression analyses indicate that race, gender and curriculum did not contribute significantly to the prediction of graduation rate. However, high poverty levels did show a significant relationship to lower graduation rates. Additionally, in every district females were dually enrolled at rates higher than males, and students were enrolled in academic courses notably more than technical/vocational courses.

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