Date of Conferral

4-23-2025

Date of Award

April 2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Chue Vang

Abstract

Many first-time in college (FTIC) students are underprepared for the required courses (i.e., gateway courses) of mathematics and English, resulting in low retention rates across the United States especially for diverse and marginalized students. Many colleges have implemented various support programs for FTIC students; however, limited systematic research exists on the success of these programs. Guided by the student retention integrated model by Carbrera et al., the purpose of this quantitative ex post facto study was to assess the efficacy of the Student Learning Center's (SLC) tutoring program on academic outcomes for FTIC students, who have been categorized as high-risk due to their initial academic performances. Archival data were used to determine the association between FTIC students’ participation in the SLC’s tutoring program and their performance in their English (n = 101 students) and math (n = 63 students) gateway courses for 2018 and 2019. Analyses revealed that participation in the SLC’s tutoring program was significantly associated with student success in the English gateway course but was not significantly associated with success the math gateway course. By understanding more about high-risk FTIC students' success and performance in their gateway courses through tutoring processes, the college may be able to strengthen implementation of the SLC tutoring program by enacting relevant, research-based changes to improve student performance thereby creating positive social change in the lives of the students, their families, and the broader community.

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