Abstract
Research has shown many high school students enter college with weak academic skills and experience a culture shock when trying to make the transition from high school to college. In this quantitative research study at a regional, comprehensive four-year institution in the Northeast, 57 special-admit students completed an online survey to provide insight on how students perceive their final grades in courses as it relates with their definition of being academically successful. Students who participated in the academic support programs provided valuable insight into how students viewed success in college courses after one semester. Each academic program encompassed different academic requirements, and results of the study revealed there was not a significant relationship between the specialadmit populations and how they defined being academically successful.
Recommended Citation
Lloyd, C. (2021). Special-Admit Students' Perceptions of Academic Success. Journal of Access, Retention, and Inclusion in Higher Education, 2(1). Retrieved from https://digitalcommons.wcupa.edu/jarihe/vol2/iss1/5