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Pathways to college readiness

Descriptive

TitleInfo
Title
Pathways to college readiness
SubTitle
the effects of pre-college and developmental programs on students
Name (type = personal)
NamePart (type = family)
Hanson
NamePart (type = given)
Renée R.
NamePart (type = date)
1972-
DisplayForm
Renée R. Hanson
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Sadovnik
NamePart (type = given)
Alan R.
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Alan R. Sadovnik
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Pacquiao
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Dula F.
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Dula F. Pacquiao
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Advisory Committee
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internal member
Name (type = personal)
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Zha
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Peija
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Peija Zha
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Advisory Committee
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internal member
Name (type = personal)
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Qureshi
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Rubab
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Rubab Qureshi
Affiliation
Advisory Committee
Role
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internal member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School - Newark
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2018
DateOther (qualifier = exact); (type = degree)
2018-10
CopyrightDate (encoding = w3cdtf)
2018
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
The purpose of this study is to determine the effectiveness of these academic programs and college readiness of student participants in pre-college/college developmental programs. Two education programs were assessed. Mixed method design was implemented and triangulation was used as there was a convergence of results from both quantitative and qualitative research methods. A longitudinal sample of 1,400 participants who entered a college developmental program over a ten-year period was analyzed. A series of statistical analyses were conducted from the sample. Logistic regression models were created to predict persistence and degree attainment of participants. In addition, interviews and classroom observations were also conducted for further analysis.

The data revealed that African American students (male and female) were predominant participants in both program A and B compared to other race and ethnic groups in the programs. Program B students showed positive graduation rate outcomes as first-time, college degree-seeking students overtime when compared to the U.S. average graduation rate of traditional first-time bachelor degree-seeking students. The combination of logistic regression results and the qualitative data collected and analyzed showed program B students were more likely to earn a college degree in five years and beyond.
Subject (authority = RUETD)
Topic
Urban Systems
Subject (authority = ETD-LCSH)
Topic
College student development programs
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_9245
PhysicalDescription
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electronic resource
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application/pdf
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text/xml
Extent
1 online resource (204 pages : illustrations)
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Renée R. Hanson
RelatedItem (type = host)
TitleInfo
Title
Graduate School - Newark Electronic Theses and Dissertations
Identifier (type = local)
rucore10002600001
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NjNbRU
Identifier (type = doi)
doi:10.7282/t3-r00s-y490
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

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The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Hanson
GivenName
Renée
MiddleName
R.
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2018-09-25 18:17:06
AssociatedEntity
Name
Renee Hanson
Role
Copyright holder
Affiliation
Rutgers University. Graduate School - Newark
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
RightsEvent
Type
Embargo
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2018-10-31
DateTime (encoding = w3cdtf); (qualifier = exact); (point = end)
2019-10-31
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after October 31st, 2019.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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2018-10-03T13:02:23
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2018-10-03T13:05:34
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