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The Power of One More Course: How Different First Semester Credit Loads Affect Community College Student Persistence.

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Title: The Power of One More Course: How Different First Semester Credit Loads Affect Community College Student Persistence.
Authors: Burridge, Andrea B. (AUTHOR), McKinney, Lyle (AUTHOR), Bourdeau, Gerald V. (AUTHOR), Lee, Mimi M. (AUTHOR), Barnes, Yolanda M. (AUTHOR)
Source: Journal of Higher Education. 2024, Vol. 95 Issue 7, p879-916. 38p.
Subjects: Community college students, Part-time students, Propensity score matching, Community-based programs, Community colleges
Abstract: Establishing early academic momentum via credit accumulation is strongly associated with community college student success. Using data from one of the nation's largest and most racially diverse community college systems, our quasi-experimental study examined how different first-semester credit loads influenced persistence. For part-time students (less than 12 semester credit hours), enrolling in one additional course (3 more credits) significantly improved their chances of persistence to the subsequent term and next academic year. For part-time students, an increased credit load was significantly and positively related to persistence. However, for full-time students, an increase from 12 to 15 credits was not related to persistence. These patterns were consistent across subgroups by students' level of academic preparation (developmental education status) and degree objective (workforce credential or transfer associate degree). Moreover, the increased course load did not significantly hinder students' early academic performance as measured by GPA for any group and in some cases was related to increased GPA. We discuss the implications of these findings for academic advising, course scheduling, and completion initiatives at community colleges. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The Power of One More Course: How Different First Semester Credit Loads Affect Community College Student Persistence.
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  Data: <searchLink fieldCode="AR" term="%22Burridge%2C+Andrea+B%2E%22">Burridge, Andrea B.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22McKinney%2C+Lyle%22">McKinney, Lyle</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bourdeau%2C+Gerald+V%2E%22">Bourdeau, Gerald V.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lee%2C+Mimi+M%2E%22">Lee, Mimi M.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Barnes%2C+Yolanda+M%2E%22">Barnes, Yolanda M.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Higher+Education%22">Journal of Higher Education</searchLink>. 2024, Vol. 95 Issue 7, p879-916. 38p.
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  Data: <searchLink fieldCode="DE" term="%22Community+college+students%22">Community college students</searchLink><br /><searchLink fieldCode="DE" term="%22Part-time+students%22">Part-time students</searchLink><br /><searchLink fieldCode="DE" term="%22Propensity+score+matching%22">Propensity score matching</searchLink><br /><searchLink fieldCode="DE" term="%22Community-based+programs%22">Community-based programs</searchLink><br /><searchLink fieldCode="DE" term="%22Community+colleges%22">Community colleges</searchLink>
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  Label: Abstract
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  Data: Establishing early academic momentum via credit accumulation is strongly associated with community college student success. Using data from one of the nation's largest and most racially diverse community college systems, our quasi-experimental study examined how different first-semester credit loads influenced persistence. For part-time students (less than 12 semester credit hours), enrolling in one additional course (3 more credits) significantly improved their chances of persistence to the subsequent term and next academic year. For part-time students, an increased credit load was significantly and positively related to persistence. However, for full-time students, an increase from 12 to 15 credits was not related to persistence. These patterns were consistent across subgroups by students' level of academic preparation (developmental education status) and degree objective (workforce credential or transfer associate degree). Moreover, the increased course load did not significantly hinder students' early academic performance as measured by GPA for any group and in some cases was related to increased GPA. We discuss the implications of these findings for academic advising, course scheduling, and completion initiatives at community colleges. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00221546.2023.2251867
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        Text: English
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      – SubjectFull: Propensity score matching
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      – SubjectFull: Community-based programs
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              Text: 2024
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