Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

12-2025

Committee Chair or Co-Chairs

Paul Garton

Committee Members

Stephanie Barham, Don Good, Richard Rhoda

Abstract

This study examined the relationship between participation in the Tennessee Reconnect (TNReconnect) program and the retention of adult learners at two community colleges in northeast Tennessee. Grounded in Astin’s (1993) Input–Environment–Outcome (I-E-O) model, the study employed quantitative methods to investigate whether program duration, demographic characteristics, academic performance, and financial aid status predicted the likelihood of retention among adult learners.

Using institutional records of 2,355 students, binary logistic regression analyses were conducted across three models. The first model tested whether the duration of TNReconnect participation predicted retention. Results indicated that both program duration and GPA were significant predictors. Each additional semester of participation increased the odds of retention by 34%, while a one-point increase in GPA more than tripled the odds of persistence.

The second model assessed demographic factors (age, gender, race/ethnicity), academic performance, and financial aid status. GPA remained a strong predictor of retention, while demographic characteristics and additional financial aid were not statistically significant.

The third model examined interaction effects between financial aid and demographic variables. None of the interaction terms were significant, indicating that the benefits of financial aid did not significantly vary across demographic groups. The overall classification accuracy of the models exceeded 75%, and the results highlighted GPA and sustained program participation as the most influential predictors of adult learner retention.

These findings underscore the importance of academic performance and continuous engagement in the TNReconnect program, while suggesting that additional financial aid alone does not significantly influence retention outcomes. Implications include the need for institutions to pair financial assistance with robust academic and non-financial supports tailored to adult learners’ complex responsibilities. Policy recommendations focus on strengthening advising, flexible course scheduling, and wraparound services that address both academic preparedness and work-life balance.

Document Type

Dissertation - unrestricted

Copyright

Copyright by the authors.

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