Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Sarah Inkpen

Abstract

The problem addressed through this study is the low graduation rate of military-connected students who received benefits from military funding programs (FMCSs) at a community college in the northeastern United States (CCNE). Increasing the graduation rate will prepare more FMCSs for gainful employment and their transition into civilian life. The purpose of this quantitative study was to measure the effects of the nontraditional predictors, age, gender, and ethnicity on completing a 2-year associate degree within 6 years for FMCSs. The research questions determined whether nontraditional predictors for success were the same for FMCSs. Knowles’s theory of andragogy provided the framework for this study because it identifies foundational assumptions for adult learning. Deidentified secondary data from all FMCSs enrolled in an associate degree program at CCNE in September 2013 were used. The logistic regression model results showed no statistical significance, χ2(5) = 1.19, p = .88, meaning that age, gender, and ethnicity were not significant predictors for FMCSs. These results imply that FMCSs are a unique group and led to a policy paper that includes recommendations based on FMCSs’ differences from other students. The recommendations include professional development focused on creating a safe and inclusive learning environment, a military-connected student orientation, an interdepartmental research committee, and the recruitment of FMCSs older than 25 years. Implementing a new policy based on these recommendations could potentially affect FMCS’s academic success resulting in positive social change. This policy paper can be used as a template at the local site and other community colleges to address educational issues of other unique groups resulting in long-term positive social change.

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