ORCID

https://orcid.org/0009-0002-6570-8993

Date of Award

2025

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

Barbara Cozza

Second Advisor

Joan I. Birringer-Haig

Third Advisor

Stephen Kotok

Abstract

Student retention and success are critical challenges in higher education, particularly for community colleges that serve diverse and at-risk student populations. While research has explored student persistence and academic probation, little is known about the factors influencing the academic recovery of reinstated students after academic dismissal. This study examines how demographic characteristics (age, gender, and ethnicity) and major program choice (STEM, Social Sciences, Humanities, Health Sciences, Education, and Business) impact GPA improvement and credit completion post-reinstatement. Guided by Schlossberg’s Transition Theory (1995), this quantitative, ex post facto study analyzed archival data from 2,112 reinstated students at a large, urban community college. Using ANOVA, MANOVA, Multiple Regression Analysis, and Kruskal-Wallis tests, the study assessed relationships between student characteristics, major program choice, and academic recovery outcomes. Findings indicate that demographic factors did not significantly impact academic recovery, although older students earned slightly more credits post-reinstatement. Major program choice significantly influenced GPA improvement, with Education majors showing the greatest improvement. However, no significant differences were found in credit completion rates across major programs, likely due to institutional credit policies capping at-risk student enrollment and other external circumstances. This study contributes to the limited research on reinstated students in community colleges, offering empirical insights into factors supporting their academic recovery. The findings emphasize the importance of structured academic interventions, including faculty engagement, personalized academic advising, and tailored support programs. By identifying key influences on reinstated student success, this research informs institutional policies and retention strategies aimed at improving persistence and graduation rates for academically at-risk students.

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