This study aimed to identify student characteristics (age, grade level, gender, race, students with disabilities [SWD], English Language Learners [ELL], socioeconomic status [SES], and enrollment period) and academic performance indicators (grade point average [GPA], Florida Standards Assessment [FSA] scale scores, and promotion status) that were potential predictors of course completers and non-completers in a K-11 virtual charter school. Multinomial and hierarchical multiple regression analyses determined the relationship between student characteristics, student performance indicators, and course completers and non-completers. Data analyses indicated age, enrollment period, promotion status, and GPA were predictive of course completion or noncompletion for all grade level bands. By identifying student indicators that may be predictive of course completers and course non-completers, an early warning system has the potential to support virtual schools in implementing appropriate interventions to increase the number of student course completers.
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Doctor of Education (Ed.D.)
College of Community Innovation and Education
Educational Leadership and Higher Education
Educational Leadership; Executive Track
Length of Campus-only Access
Doctoral Dissertation (Campus-only Access)
McBroom, Mollie, "An Analysis of the Relationship Between Student Characteristics, Academic Performance, and Course Completion in a Virtual Charter School" (2023). Electronic Theses and Dissertations, 2020-. 1800.
Restricted to the UCF community until August 2028; it will then be open access.