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Next Steps/Future Direction of the Research

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Next Steps/Future Direction of the Research

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Next Steps.Future Direction of the Research.docx

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1. What factors lead to Latino/a students' success in college pathway programs?
(1A) To what extent does having a direct service provider in a pathway program contribute to the success of Latino/a students in a pathway program?
(1B) To what extent does having layered leadership teams contribute to the success of Latino/a students in a pathway program?

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Retention--A measure of the rate at which students persist in their educational program at an

institution, expressed as a percentage
Progression--is the rate at which a cohort participates in any activity that an institution has determined to be correlated with persistence
Persistence--refers to the act of continuing towards an educational goal (e.g., earning a bachelor's degree).
Drop out--previously enrolled students who do not reenroll or do not complete their intended

degree program or set of course
Stop out--students who begin with a plan of study, however, for some reason, withdraw and

leave for a period of time, and then reenroll in order to complete their degrees
Degree Attainment-- refers to achieving an educational goal such as a certificate or degree
Guided Pathway Programs-- a framework for redesigning an entire community college to improve the student experience for everyone, from entry through graduation. The initiatives involve: reforms in advising and registration processes to help all students identify their goals early in their academic careers
Latino/a--a member of one of the Spanish-speaking peoples of the Americas and a descendant of any of these peoples, especially when living in the United States.

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Substantial research exists on pathway programs at 2-year and 4-year colleges, as well as, the specific program structure.  However, very little research has been done to examine the pathway programs from 2-year colleges through 4-year colleges.  Without this research, there remains a void in the successful transfer processes as a precursor for effective guided pathway programs. This research aims to fill that void.

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Although the Latino/a community college enrollment numbers continue to grow, research shows they are still the largest group lagging behind their white counterparts in transfer and four-year degree completion rates. As a result, it is critical to review the institutional interventions used to prepare and support these students through the transfer and degree completion process.

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Historically, research has examined the matriculation of Latino/a students into two-year and four-year institutions.  Unfortunately, there have not been many studies examining these students’ social and academic preparation while enrolled in a post-secondary institution.

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The purpose of the research is to identify  and prove guided college pathway programs can increase the number of Latino/a students earning a four-year degree.

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Guided College Pathway Programs: Examining the Effectiveness on Latino/a Transfer and Degree Completion Rates

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As the Latino/a student enrollment continues to increase in community colleges across the country, so does the need for consistent academic advisement, resources, and career support through guided pathway programs. However, the guided pathway programs must be strategically utilized in an effort to increase the persistent rates and ultimate graduation rates at the four-year institutions. Without the necessary support, these students get lost navigating the complex process of a college campus, and remain confused through their experience without consistent and direct support services found within a guided pathway program. This, among other reasons, can attribute to the low-graduation rates at community college and transfer rates into four-year institutions. This research will examine the effectiveness of guided pathway programs on the Hispanic/Latino/a/x transfer and degree completion rates.

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Bienvenido a mi E-Poster: Welcome to my E- Poster!

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Bienvenido a mi E-Poster: Welcome to my E- Poster!

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Andrea Rodriguez
April 29, 2018
EDUC 815