The purpose of this study was to produce data and information that inform California Community College decision-makers of: (a) extent of variance in California's associate degree definitions and graduation requirements, and (b) perceptions of curricular leaders regarding the variances. Associate degree definitions and graduation requirements were compiled and analyzed from the 1997-98 catalogs for the 106 institutions. Degrees offered, number of general education units required, level of English and math required, transfer patterns, and general studies degree patterns were compiled in tables. The interpreted data from the catalog research were confirmed by the articulation officers. Chief Instructional Officers and Curriculum Chairs at each college were surveyed regarding the degree variations and graduation requirements. Were the differences considered problems or issues for the California Community College system? The catalog review findings indicated that a quarter of the colleges define the degrees in terms of purpose (transfer or occupational) while three-quarters define the degree by major or discipline. The minimum number of general education units required to earn an associate degree range from the legal minimum of 18 semester units to as many as 41 units. One-third of the colleges require freshman English composition while others accept a course one level below. Titles used for transfer general education programs are the same titles used for non-transfer or general studies programs at other colleges. The AA in Liberal Arts is comprised of transfer general education on some campuses, while it is a general studies degree on others. A majority of the leaders surveyed agreed that the California Community College system should work toward developing common definitions for associate degrees. The leaders supported offering the Associate of Applied Science degree. The study concluded that Associate degrees vary so significantly among the 106 campuses of the California Community College system that there is no common meaning to the degree. Associate degree definitions in California have no relationship to the definitions set by the American Association of Community Colleges. The study recommended that an Associate Degree Task Force be convened to study the issue and present recommendations to the California Community College Board of Governors. / Graduation date: 2000

No description available.

xi, 73 p. : ill. / Recent studies have demonstrated a clear gap between the skills that high school graduates obtain by the completion of high school and those that are necessary for success in college as well as the workforce. Demands for more rigorous preparation at the high school level have prompted some states to make changes to state standards and high school graduation requirements. This dissertation used a prediction study to examine the coursetaking patterns of high school students in science and their subsequent success in chemistry 1A at the college level. Analysis of obtained data using a two-way ANOVA was used to estimate the main effects of (a) number of semesters of science courses and (b) the type of science courses and (c) the interaction effect on college performance as indicated by the final course grade. The results of this study indicate that the main effect of type and the main effect of number of semesters are both significant statistically. Taking more semesters of science in high school is positively associated with the final grade in first-year college chemistry. Taking higher level science coursework in high school is also positively associated with final grade. The interaction of type by number of semesters is not significant, however. Taking more semesters of higher level science coursework does not increase the likelihood of doing well in college chemistry, as there is no observable significant influence on final grade in chemistry, beyond the main effects described previously. / Committee in charge: Paul Yovanoff, Chairperson; David Conley, Member; Kathleen Scalise, Member; Kenneth Doxsee, Outside Member

Research shows that students who take advanced mathematics courses perform better on measures of college readiness than students who take less rigorous courses. However, no clear effect has been shown on requiring all students to take more advanced courses. This study examined whether increases in the number and level of mathematics courses required for high school graduation have resulted in increased levels of college aspirations and preparedness. Specifically, twenty years of data from a rural school district in Texas were analyzed to determine whether the impact on college entrance exam-taking and performance differed by the mathematics requirements in effect for each class. Logistic and linear regression modeling revealed no statistically significant effect of higher requirements. And while overall results by gender and race mirrored previous research, with males tending to have higher scores than females and White students tending to score higher than African-American and Latinx students, the increased requirements were not associated with any mitigation in these inequities.

M. Tech. Office Management and Technology / Although most students are not aware of all the administrative tasks involved in the processes during the period from choosing a university to graduation, they become aware of the administrative processes as soon as problems arise. They are often confronted with administrative problems that result in poor customer service. By the time students reach the graduation office and are confronted with administrative problems concerning their graduation, they become very disappointed. The problem therefore focuses on whether a graduation office can work proactively and improve customer service to such an extent that the customers: namely, the students and their guardians, have a satisfying experience. In general there is a feeling among staff at administrative departments of universities that they wait constantly for other departments to complete their outputs which serve as their inputs. This process of departments not transferring their work in time and also sending incomplete or incorrect qualifications is the main reason for students not graduating. This could be one of the reasons for students then complaining that they have had to wait too long for an answer after applying to graduate, or received their communication too late.

This study was concerned with the enrollment patterns in required general education courses by technicaloccupational students in an urban community college. The purposes of this study were to (1) examine the general education course enrollment patterns of technical occupational students in specific programs; (2) determine if completion of an English course yields a higher GPA; (3) profile the characteristics of the students who do and do not enroll in general education courses; (4) determine if students enrolled in certain technical-occupational programs are more likely to enroll in general education than students enrolled in similar programs; and (5) determine if completion of general education courses has a positive effect on overall GPA of students.

The purpose of this study was to examine the variables that are associated with the percentage of students who pass Tennessee's Gateway exams in high school. Associations were examined between the Gateway exams and variables such as: socioeconomic status, ethnicity, dropout rate, graduation rate, attendance, average daily membership, per-pupil expenditure, teachers' salary, and elementary-school reading scores. Pearson correlations between school characteristics and pass rates of three Gateway exams were calculated. Schools were divided into quartiles based upon socioeconomic status and ethnicity in order to examine pass rates of the Gateway exams among different quartiles. Independent samples t tests were performed to determine if differences were statistically significant. Variables that exhibited strong association with pass rates of Gateway exams were used as predictor variables and pass rates of Gateway exams were used as dependent variables in multivariable linear regressions. The findings indicated that the graduation rate and percentage of Caucasian students were most positively associated with Gateway pass rates. Dropout rates and percentage of students who qualified for free/reduced-priced meals were most negatively associated with Gateway pass rates. It was discovered that the Algebra I Gateway exam was by far the most difficult for students to pass. Almost half of the students in high schools serving poor, minority students failed the Algebra I Gateway exam in 2004.

xii, 143 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Oregon's extended application requirement, adopted by the State Board of Education as a graduation requirement in 2002 coupled with more rigorous state graduation requirements adopted in 2008, have significant capacity implications for local school districts. The purpose of this study was to examine how local school districts in Oregon have implemented the extended application requirement through their existing capacity. District capacity was examined through a survey that asked about four capacity domains: human capacity, organizational capacity, structural capacity, and material capacity. In addition, the survey addressed barriers to implementation as well as capacity needs to support implementation of extended application and new state graduation requirements. A self-administered web-based survey was developed to collect data. The survey was administered to curriculum administrators in all K-12 public school districts ( N =175) in Oregon. The response rate was 50% with representation from districts ranging in size from small to large and from all regions of the state, including rural, suburban, and urban settings. The survey used a five-point scale to determine the extent of extended application implementation, district capacity, and implementation barriers. Two open-ended questions asked participants to comment on their capacity needs. Study results showed that extended application implementation progress ranged from very little progress to great progress in districts across the state. The new graduation requirements were identified as a barrier to extended application and will likely impede implementation progress further. Additionally, in multiple regression analysis, district capacity was a predictor of extended application implementation and reflected that districts lacked the capacity to support implementation. Interrelationships were found between the four district capacity domains and implementation which suggest that capacity should be viewed holistically and comprehensively. Furthermore, district capacity analysis should be more intentional in the policy process in order to inform state policy decisions. Capacity-building needs were identified including: increased state-level guidance, time for teachers and administrators to collaborate, and a need for additional professional development, financial resources, and staffing. A coherent, state-wide strategy is recommended to build district capacity to support implementation of extended application and the new graduation requirements. / Committee in charge: Joe Stevens, Chairperson, Educational Leadership; Gerald Tindal, Member, Educational Leadership; David Conley, Member, Educational Leadership; Jean Stockard, Outside Member, Planning Public Policy & Mgmt