Course Dropping Among Community College Students: Examining the Effects on Academic Performance and Enrollment Outcomes

• In Event: 65.034 - Community College Students: Focus on Course Taking, Transfer, and Students From the Foster Care System

Abstract

This study examines course dropping behaviors among 6,640 students attending a large, diverse urban community college system in Texas. Approximately 61% of the students in the sample had dropped at least one course, and 15% had dropped four or more classes. Excessive course dropping was most prevalent among students who were: Asian, 19 or younger, enrolled full-time, taking out loans, and referred to remediation in at least one subject area. ANOVA results indicated that students who engaged in moderate (1-3 drops) and excessive (4 or more drops) course dropping had significantly lower GPAs than students who did not drop courses. This study will also examine the effect of course dropping on students’ ability to earn an award or transfer.

Authors

• Lyle McKinney, University of Houston

• Linda Serra Hagedorn, Iowa State University

• Maria L Luna-Torres, University of Houston