Title page for ETD etd-11162010-100024


Type of Document Dissertation
Author Tynes, Kimberly
Author's Email Address kimtynes@gmail.com
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
  • postsecondary
  • mississippi
  • cpas
  • career and technical education
  • assessment
  • carl perkins
  • instructional strategies
Date of Defense 2010-11-11
Availability unrestricted
Abstract
Postsecondary 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.

Files
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