Child maltreatment affects millions of children annually, and evidence-based home visiting programs, such as SafeCare®, help increase parenting skills and, ultimately, the well-being of children. Although effective at reducing maltreatment when participants complete services, high attrition rates in home visiting services may reduce this effectiveness. Using a sample of all clients receiving SafeCare services in Georgia (n=93) from October 2013 to February 2015, we evaluated individual characteristics, information seeking behaviors, and programmatic factors in order to understand the relationships, if any, with participant program completion. During this evaluation cycle, SafeCare reports a completion rate of 43%. The race of the primary guardian significantly relates to program completion (p=0.02). This evaluation can assist those implementing SafeCare to anticipate the needs of their target population.

The purpose of this study was to determine the significance of certain factors relating to successful completion of the program by students in the Doctor of Education program at North Texas State University. Specifically, these factors were determined by a screening of judgments of North Texas State University graduates who had successfully completed the program, students engaged in the program, and from analysis of the factors derived from student records and research in related studies.

The purpose of this study was to identify course sequencing associated with Industrial Technology Associate of Applied Science students who persisted to graduation at Northeast State Community College (NSCC) in Blountville, TN. The participants in this study were first-time full-time freshman Advanced Technology students whose 3-year program of study at NSCC happened during the years of 2009-2012, 2010-2013, and 2011-2014. Participants were divided into 2 groups, students who graduated (completers) and students who did not graduate (noncompleters). The researcher examined student persistence to graduation. Data for this study were obtained from the college’s information database. The predictive variables used included whether a required learning support reading course was taken during semester 1, whether a required learning support writing course was taken during semester 1, the percentage of technical courses taken during semester 1, the percentage of technical courses taken during semester 2, the percentage of general-education courses taken during semester 1, and the percentage of general-education courses taken during semester 2. This study was conducted using quantitative methods to determine course sequencing and relationships among course scheduling characteristics that may affect student retention and persistence to graduation. Data were analyzed using Chi Square tests of independence (2-way contingency tables) to determine whether there was a significant association among variables. The study data were used to analyze the relationship between the ratios of courses taken in either career-focused or general-education courses during the first 2 semesters of attendance. The hours taken value in each category was divided by the total hours attempted during the semester value. The data were coded as nominal data into 5 categories, 0%-20%, 21%-40%, 41%-60%, 61%-80%, and 81%-100%. A Chi Square test of independence was used for the analysis of all questions to determine significance. All questions were analyzed at the .05 level of significance. The analysis indicated that students requiring at least 1 learning support course experienced a negative effect and were less likely to graduate from the program in 3 years. The percent of career-focused courses taken during the second semester were significantly related to graduation in 3 years. There was a negative effect on graduation in 3 years for students who enrolled in 40% or less career-focused courses and a positive effect for students who enrolled in 60% or more career-focused courses during the second semester.

The general purpose of the study was to compile current descriptive information for recent graduates from career school sector institutions that reveals the significant factors which contributed to their program completion. The research project focused upon career school program completers. The scope of the study was directed to recent program completers at two career schools in Texas which offer a cross-section of programs designed to provide students specific skills for immediate employment. Based upon an extensive review of literature and the input of a focus group of experienced career school administrators and faculty members, seven variables were determined to be worthy of a focused study of their possible contributions to career school program completion. The variables were ability to accept responsibility for completion, academic preparedness, family or friends support system, self-esteem, life skills preparedness, sense of being goal-oriented, and sense of connectedness to the school. It was determined that each of the seven variables existed prominently in the majority of these recent graduates. The researcher concludes that there is a tremendous need for continued study that is focused on career school sector students. The paper offers the suggestion of a specific retention program that can be employed by career school administrators to emphasize the 7 variables and implement specific interventions designed to increase student retention and program completion.

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Metabolic syndrome (MetS), a global public health problem, is the primary cause of type 2 diabetes and cardiovascular disorders. Lifestyle modification interventions (dietary and physical activity modifications) are effective in preventing and ameliorating MetS and associated comorbidities. However, the impact of lifestyle changes on MetS among Mexican Americans has yet to be investigated, particularly due to high attrition rates in this population. The overall goal of the explanatory mixed-methods study presented in this dissertation was to identify efficacious lifestyle modification efforts directed towards Mexican Americans to promote their retention in lifestyle modification programs, ameliorate the severity of MetS, and understand underlying behavior modification process. In particular, we examined secondary data from an extensive study Beyond Sabor to 1) examine predictors of program completion, 2) compare variation in MetS severity scores (z-scores) between intervention (Beyond Sabor) and attention control (Healthy Living) groups, over time and, 3) investigate processual development of self-efficacy in a sample of 1153 disadvantaged Mexican Americans participants. Findings suggest that program completers were more likely to be older, had more years of education, lower fasting blood glucose levels, and participated in sites with high group cohesiveness. Results also revealed that when compared with the standard nutrition program, Healthy Living, the lifestyle modification intervention, Beyond Sabor, was more effective in ameliorating MetS severity, systolic blood pressure, triglyceride, and fasting plasma glucose levels among study participants. Qualitative results demonstrate the high acceptability of Beyond Sabor intervention. Four sub-themes emerged illustrating important underlying conditions contributing to participants’ improved self-efficacy: desire to gain knowledge about ways to improve health, development of social support, adoption of program teachings in family lifestyle, and improvement in health outcomes. Findings of the current study may allow researchers to identify Mexican Americans at risk of non-completion and to develop strategies to improve lifestyle modification program attendance, and thus health outcomes. Qualitative findings underscore the importance of sociocultural context on individuals’ attempts to make lifestyle changes to manage their chronic illnesses. Successful adaptation of lifestyle interventions such as Beyond Sabor for at-risk populations in community-based settings will be critical in stemming the tide of MetS.