Type of Document Dissertation Author Tynes, Kimberly Author's Email Address firstname.lastname@example.org URN etd-11162010-100024 Title Community College Success: A Multi-Site Program Evaluation of Postsecondary Career and Technical Education Degree Doctor of Philosophy (Ph.D.) Department Educational Theory, Policy, & Practice Advisory Committee
Advisor Name Title MacGregor, S. Kim Committee Chair Bourke, Brian David Committee Member Mitchell, Roland W. Committee Member Redmann, Donna H. Committee Member Roider, Emerald M. Committee Member Keywords
- community college
- career and technical education
- carl perkins
- instructional strategies
Date of Defense 2010-11-11 Availability unrestricted AbstractPostsecondary career and technical institutions are required to follow a set list of performance
indicators in order to receive federal Carl Perkins funding (Perkins IV Accountability, 2009).
Within those indicators includes measuring technical skills attainment, which the state of
Mississippi chooses to utilize program-specific standardized assessments known as the MS-
CPAS2 assessment. The purpose of this multi-site program evaluation was to determine which
programs are meeting the assessment passing requirements and to determine how they are
achieving success. The rationale for this study was to evaluate the components inherent in
successful programs in order to aid other programs who may not be performing as well in the
assessment reach the minimum requirements in order to secure federal funding. Qualitative and
quantitative methods were utilized for both raw data provided by the RCU and survey data
collected by the researcher from the faculty and administrator participants of the selected
programs. Results of this study indicated components of successful programs, perceptions of the
assessment by the participants, and student factors that influence the assessment scores.
Components included small class sizes, having necessary equipment, program-specific software,
computers, providing a well-rounded instructional environment, aligning materials with
curriculum, the use of hands-on activities, participation in clubs/organizations, and integrating
program-specific certifications. Perceptions included a need for instructor participation in the
update process of the MS-CPAS2 assessment, student accountability by offering student
preparatory courses, and student recognition for outstanding scores. Student factors that affected
assessment scores included ethnicity and student rating. Recommendations were made by the
researcher from the results of the analysis that included multiple program improvement plans that
can be utilized as a how-to guide by faculty and administrators, and assessment improvement
plans for the RCU as provided by the participantsí responses from the survey data.
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