Supportive Measures: An Analysis of the TRIO Program - Student Support Services at East Tennessee State University from 2001 – 2004
EdD (Doctor of Education)
Date of Award
Committee Chair or Co-Chairs
Paul Kamolnick, James Lampley, Jasmine Renner
The purpose of this study was to examine the academic performance of the first-time, full-time, traditional-aged students in the Student Support Services program at East Tennessee State University. This was accomplished by comparing their academic performance with the academic performance of first-time, full-time, traditional-aged non-SSS participants, including students in both the SSS eligible and SSS ineligible study groups. Incoming freshman cohorts from 2001, 2002, 2003, and 2004 were used to create the 3 distinct study groups. Demographic and performance outcome variables were used for comparison among the 3 groups. The cumulative college GPA, fall-to-fall retention, and 6-year graduation status of the 3 study groups were of primary interest in this study. Prediction models for these 3 variables were a secondary consideration. Thirteen research questions guided this study and were analyzed using one-way analysis of variance, two-way contingency tables, multivariate linear regressions, and binary logistic regressions. Results indicated that there were significant differences in demographic and performance outcomes among the 3 study groups. SSS participants were found to have a significantly lower cumulative GPA at graduation than their peers, but exceeded them in fall-to-fall retention status and 6-year graduation status. The prediction models showed that the first-year cumulative college GPA was a powerful predictor of fall-to-fall retention status and 6-year graduation status for first-time, full-time traditional-aged freshman students.
Dissertation - unrestricted
Strode, Christopher N., "Supportive Measures: An Analysis of the TRIO Program - Student Support Services at East Tennessee State University from 2001 – 2004" (2013). Electronic Theses and Dissertations. Paper 1235. https://dc.etsu.edu/etd/1235
Copyright by the authors.
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