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Description
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Community colleges have become a major national- and state-level focal point to increase the number of credentials awarded. Academically underprepared students may not be entering community colleges to earn a credential. This quantitative study examined students enrolled in community college Educational Opportunity Programs (EOPs) in the State University of New York from the perspectives of student-defined goal completion, self-efficacy, and perceptions of the EOP. The study used secondary data available from the State University of New York's Office of Institutional Research as well as an online survey instrument. Results of the study showed a multivariate relationship between goal completion, enrollment in EOP, race, and type of self-defined goal. Results also revealed financial aid as an impactful element of the EOP program and a strong relationship between social and academic self-efficacy. As a result of the study, community colleges are encouraged to examine their policies and practices around EOP enrollment, advisement, and services provided.
