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.

Share

COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.