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The purpose of this study was to examine the effectiveness of ACT WorkKeys assessments as an indicator of student success within the community college. The number of companies that are utilizing ACT WorkKeys as an indicator to determine work readiness has increased. As community colleges are challenged with training the current workforce for jobs that are in demand, skills gaps that exist have caused challenges that have created difficulties meeting these demands. Due to the responsibilities of the community college to train the workforce explored in this study will be the outcome of ACT WorkKeys as a mechanism that could assist with bridging the current skills gap. The research was conducted using ACT WorkKeys assessments in the areas of Applied Mathematics, Locating Information, and Reading for Information. The combination of level scores on these assessments yields a National Career Readiness Level certification. Degree-seeking community college career technical students were administer these ACT WorkKeys assessments during the spring 2009 – fall 2012 semesters to determine if their National Career Readiness Level of attainment was an iii indicator of their success in avoiding remediation classes, completing their program of study, and obtaining employment. A quantitative research design utilizing Pearson’s Chi Square was used to determine if differences existed. Data included WorkKeys scores, college English and math course placement, program of study completion, and job placement. Findings revealed that significant differences existed with the National Career Readiness Level attainment, as derived from the level attainment results of Applied Mathematics, Locating Information, and Reading for Information assessments, and student placement in college level English and reading courses. Other findings indicated differences were not existent between National Career Readiness Level attainment and program of study completion nor job placement. Recommendations include conducting further research within other community colleges observing other variables that could affect course placement, program of study completion, and job placement.

This study was the first attempt to evaluate the college’s career/technical current advising practices. The purpose of this study was to investigate career/technical students’ satisfaction with academic advising at a rural community college and to investigate whether there were any relationships between students’ satisfaction and various demographic characteristics. The study also investigated students’ impressions of the academic advisors and whether there were any relationships between students’ impressions and various demographic characteristics. The researcher purchased the Survey of Academic Advising, Copyright 1997, from ACT, Inc. The Survey of Academic Advising was developed by the Evaluation Survey Service (ESS) and ACT and was used to measure students’ satisfaction and impressions. Students were most satisfied with four items: scheduling, registration, academic progress, and drop/add procedures. Female participants were more satisfied than male students. Married and unmarried participants were more satisfied than separated participants. Participants who were part-time enrollees were more satisfied than those who were enrolled as full-time students. The participants in this study had high or very high impressions of their advisors. The participants considered their advisors to be easy to talk to, helpful, and effective. They also thought that the advisors had a good sense of humor. Female participants tended to rate their impressions of their academic advisors higher than the male participants, and 18 year old participants tended to rate their impressions of their academic advisors higher than those participants older than 18. Part-time students tended to rate their impressions of their academic advisors higher than full-time students. Finally, those participants who worked 1-10 hours per week tended to rate their impressions of their advisors higher than participants who worked more than 10 hours per week and those who were unemployed.