1. PROFILE OF A COMMUNITY COLLEGE STUDENT: Assessing their Barriers (and Ladders) to Success Frank Yunker Fulton-Montgomery Community College Johnstown, New York, USA

2. Participating Courses 3 sections of Microcomputer Applications (taken as a non-major general purpose course) 4 sections of advanced Computer Science courses (taken by Computer Science majors) 6 sections of Economics courses (taken by Business majors)

3. Where they live Dorms: 12% On Their Own: 26% With Children: 16% With parents: 45%

4. How old are they:  Adult over 30: 20%  In Twenties (above college age): 14%  College Age: 63%  High School Age: 2%

5. How certain are they about completing the course?  Certain: 85%  Probably: 15%

6. Average Grade by Format (of those who passed)  Traditional Face-to-Face: 86%  Blended (Hybrid): 85%  Web: 84%

7. Alarming Statistics 33% of the students surveyed received a Failing Grade 45% of the students surveyed received below a “C” (the threshold for transferring the college credit)

8. Regression Analysis utilized the following factors: High School Grade Point Average Course load (full or part time) Work (full or part time) Age (High school, college, mid-twenties, over 30) Gender (male or female) Course Format (traditional, blended or web-based) Plan to Complete (certain, probably, maybe) How Well (above, average, below)

9. Building a projected grade  Each 10% increase in High School grade resulted in 5% increase in course grade  Dorm living was not academically helpful.  Living on your own increased grade by 3 points.  Living with children increased grade by 6 points  Living with parents increased grade by 9 points.

10. Building a Projected Grade  Non-workers did the best  Work Full Time: Subtract 7 points  Work Part Time: Subtract 3.5 points  Web Courses are most difficult  Take Course in a Blended Format: Add 2 points  Take Course in a Traditional Format: Add 4 points

11. The “Chance” of Failure  Dorms: 38%  On Own or with Children: 28%  Living at Home with parents: 23%

12. The “Chance” of Failure  Online Course: 38%  Blended/Hybrid Course: 31%  Traditional Face-to-Face Course: 23%

13. The “Chance” of Failure  Self described “D” students: 78%  Self described “C” students: 32%  Self described “B” students: 23%  Self described “A” students: 13%  Self described “Reformed” students: 6%

14. Working while attending school (Full/Part/None)  No difference in grade if student lives with parents or children  Failure rate increases (23 to 36%) only if student lives “on their own” and works “full time.”

15. If the student described themselves as:  “Probably” going to complete the course: 59% below C level  “Average” grade in the course: 53% below C level

16. Comments from those who excelled  Overall I feel that my state of mind is what helped me to excel. I knew I normally would not do well, so I worked harder to ensure that this would not be the case.  I didn't really know much (or anything) about economics before taking this class. I thus believe that that lack of knowledge forced me in a way to put extra effort into learning, and the constant tests and essays online helped me greatly.  I believe that I began to learn the skills that we practiced in class and then used them in order to help myself succeed.

17. Comments from those who excelled  I love to aim low that way I rarely disappoint myself and others! Also, I am use to your teaching style and know exactly what is expected to excel in class.  I sat down and powered through any work that was given to me. It wasn't always easy but I figured if I was going to take a course I might as well give it as much effort as all of my other classes.  I had a strong set of notes ready before I went into every quiz. The readings were very helpful on giving me insight in a practical sense, but I honestly think if it weren't for me copying down everything you said/wrote on the videos my grades would not be close to as good.

18. Comments from those who struggled  There were a series of unfortunate life events this semester that were unexpected and caused me to veer away from my studies.  This semester I had a greater challenge with vehicle trouble, family problems dealing with being …Hoping for when I move out of my dad's house that the outside stressers will be relieved, and I can focus on education again at 100%.  I did much worse because I needed to take on a full time job to help with bills, which I had not anticipated and I failed to prioritize my time.

19. Comments from those who struggled  Family issues  i don't own a laptop that has microsoft. i would have done better if i was able to practice at home.  Nope, not exactly. Last semester was cake and thought well so will next semester. Between that and me getting lazy I dug rough hole.  I believe my work got affected from impacts outside of class. I wasn't very happy it happened but things happen, I tried to catch up but i lost time to do so  I know that I have slacked more than I should have in this class and yes other factors took place… and onto of all of that and college I work 50 hours a week.