Date of Award
Doctor of Philosophy
Educational Leadership, Research and Technology
Dr. Sue Poppink
The study provided for a clearer understanding of the impact of late registration on community college retention and student persistence. Of particular interest were the results of the examination of the course-specific side of late registration. The most significant findings of this study were: (1) Students who registered and began a course on time had a greater likelihood to successfully complete the course. The consequences students associated with late registration included missing critical first class day information and feeling rushed and unprepared to begin the class; (2) A majority of late registrants were successful in the late registered course, and late registrants were satisfied with their performance. Students perceived their individual backgrounds, strengths, academic abilities, and determination to complete a course as important in their success in the course; (3) The course subject area had a significant impact on the successful completion of the late registered course, and students expressed their reluctance to late register into a course subject area unless they had completed coursework or had experiential learning in the course subject area. Students would avoid registering late into a course delivered in an online format.
Keck, Kay L., "Community College Retention: The Role of Late Registration Policies" (2007). Dissertations. 881.