Ed.D. (Doctor of Education)
Department of Counseling and Higher Education (CAHE)
This study was conducted to examine the relationship between excess credit accumulation and timely degree completion for community college degree-seeking students. The research model used in this study is based on quantitative logistic and linear regression models, whereby the dependent variable was degree attainment within 150% of normal time and time to degree measured in months respectively. This study included all students admitted to a technical diploma or associate degree program excluding one-course technical diplomas over a five-year period (2011-2016) for a total of 27,133 observations at a southeastern Wisconsin technical college.
The study’s findings showed there was no statistically significant relationships between excess credit accumulation and degree attainment within 150% of normal time. The study did demonstrate, in general, that students who completed a degree within 150% of normal time excess credit accumulation slightly decreased their time to completion. However, for several student groups this finding was not found to remain true including for female students, older students, first-generation students, and students working either part- or full-time.
Riley, Stacy, "Excess Credit Accumulation Impact on Degree attainment for Community College Students" (2020). Graduate Research Theses & Dissertations. 7596.
Northern Illinois University
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