Date of Award
Spring 3-24-2025
Document Type
Dissertation
Degree Name
Ed.D. Transformational Teaching and Learning
Department
Secondary Education
First Advisor
Kathleen Stanfa, Ph.D.
Second Advisor
Denise Bosler, Ed.D.
Third Advisor
Gregory Shelley, Ph.D.
Abstract
This study investigated the impact of an academic recovery initiative implemented at a four-year public university to address the high attrition rates among first-year students not making satisfactory academic progress. The study employed quantitative methods to compare retention outcomes and academic progress between students who participated in the program and those who qualified but did not participate over a three-year time frame. Using archival data, including retention rates for both Fall and Spring semesters, cumulative grade point averages, and credit accumulation, the research also examined how demographic factors (race, gender, first-generation status, and Pell Grant eligibility) were associated with program participation and retention. The findings indicated that participation in the Summer Reboot Program was significantly associated with improved academic progress and retention. This suggests that targeted academic recovery interventions can serve as a critical tool in reducing attrition and bolstering institutional performance. The findings aim to inform strategies for program expansion and provide critical insights for institutional leaders aiming to develop or expand support programs to address student attrition, ultimately enhancing both student success and institutional sustainability.
Recommended Citation
Brattley, Cheryl, "Changing Trajectory: An Academic Recovery Program for First-year Students at Risk of Non-continuation at a Four-year Public University" (2025). Education Doctorate Dissertations. 46.
https://research.library.kutztown.edu/edddissertations/46
