Exploration of Student Success Initiatives at Two-Year Community and Technical Colleges in Louisiana

Abstract

This dissertation is an exploratory study of student success initiatives in two-year community colleges in the Louisiana. The overarching research question guiding this study was: What student success and retention initiatives, including academic early alert initiatives are designed to assist in increasing student success and retention among Louisiana Technical and Community Colleges? Over the years, colleges and universities have worked to ensure access for all individuals. As a result, institutions have seen an increase in enrollment numbers. However, graduation rates remain stagnant with little change in the number of individuals graduating within a satisfactory timeframe. Utilizing Tinto Interactionalist theory and Bean and Eaton’s Psychological Mode as a theoretical framework, the researcher sought to explore student success initiatives with an emphasis on academic early alert programming provided to students within the Louisiana Community and Technical College system (LCTCS). The researcher reviewed the institutions strategic plans and interviewed seven administrators to gage institutions commitment to supporting student supportive services. The researcher identified several major findings LCTCS leaders could explore for consideration for possible improvements to student support services in the future.