Analyzing course modality's impacts on course success and persistence to degree for first-year students while controlling for socio-demographics at community colleges

This quantitative secondary data analysis uses longitudinal data from the national Beginning Postsecondary Students (BPS) Longitudinal Study (2012/17) study and seeks to measure the impact of course modality on short-term and long-term success outcomes for first year community college students. Two of the study’s research questions focus on short-term outcomes (grades in first-year courses and withdrawals in first-year courses). Two additional research questions focus on short-term outcomes (grades in first-year courses and withdrawals in first-year courses) while controlling for socio-demography. The last two research questions focus on understanding how short-term outcomes in first-year courses impact degree attainment at three and six years. The analysis divided students into populations taking all first year courses online, some first-year courses online, and no first-year courses online. Furthermore, the analysis used binary variables for logistic regression. Results indicated that the odds of both immediate and long-term success decline as students take more courses online. Moreover, results indicated that students struggle differently based on the ratio of online to in-person courses taken. Colleges may want to consider methods to support students differently based on the ratio of online and non-online courses they take. This dissertation communicates twelve takeaways that may help community colleges begin using the study results to improve online spaces for first-year community college students.