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Title page for ETD etd-03212012-091447

Type of Document Dissertation
Author Ochoa, Amanda Marie
URN etd-03212012-091447
Title Shortchanging the Vulnerable? An Examination of the Effect of Contingent Faculty on Remedial Student Success
Degree PhD
Department Leadership and Policy Studies
Advisory Committee
Advisor Name Title
Stella M. Flores Committee Chair
John M. Braxton Committee Member
Victor B. Saenz Committee Member
William R. Doyle Committee Member
  • Developmental Education
  • Texas
  • Contingent Faculty
Date of Defense 2012-03-16
Availability unrestricted
Public colleges and universities exist under constant pressure to reduce budgets and diminish spending. One way to do this is to utilize contingent faculty; but does this come at the expense of student success? The purpose of this study is to evaluate the impact of institutional faculty characteristics on the likelihood of degree completion for remedial education students.

This study utilizes a multilevel analysis of students within institutions. Students are first assigned to a curriculum based on their remedial education status. Within each institution and by subject, the percentage of remedial education and general education courses taught by the different faculty types (rank, full-time status, education level) was determined. Thus, each student was assigned a “treatment” based on the institution they attended, their remedial status in each subject and the characteristics of professors. The results of this analysis found little to no support that the interaction between remediation curriculum and select faculty characteristics had a positive or negative effect on the likelihood of degree completion.

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