Publication Date


Document Type


First Advisor

Wholeben, Brent E.||Burgin, Ximena D.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Leadership, Educational Psychology and Foundations


Community colleges; Community college students--Psychology; Developmental studies programs; Motivation in education


The purpose of this study was to examine the completion, persistence, and academic performance of a cohort of developmental education students at a local community college as defined by specific outcomes, demonstrated by existing student data, over a period of ten years. The study targeted first-time, full-time entering students identified with academic skill deficiencies in reading, writing, and mathematics as evidenced by the student's individual scores on placement tests. This longitudinal ex post facto study focused on first-time, full-time entering freshmen extraordinarily academically underprepared. The study measured and compared the students' completion of a degree or certificate, persistence, and academic performance focusing on time to completion and academic success. This longitudinal ex post facto study measured the students' persistence, academic performance, and completion of a degree or certificate over a period of ten years, from 2003-2013. The combination of two theoretical models was used as the framework for this study: developmental theory and behavioral theory. This research study used descriptive statistics with frequency distributions and cross-tabulations to provide a profile of the participants and to examine relationships.


Advisors: Brent E. Wholeben; Ximena D. Burgin.||Committee members: Teresa Wasonga.||Includes bibliographical references.


xiii, 252 pages




Northern Illinois University

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