ABSTRACT
INTRODUCTION Higher education in the U.S. is both massive and diverse, with over 1,100 community colleges alone, and over 6 million credit students enrolled in these institutions (Phillippe & Sullivan, 2005). A college education is a conduit to meaningful employment for the mid-level workforce and above, and earning a postsecondary credential is an important way for individuals from families of low socio-economic status to progress beyond menial, low-paid jobs (Mazzeo, Rab, & Alssid, 2003). However, only about 55% of the U.S. population aged 18 and above have college experience. As the highest level of education completed, 27% have attained a bachelor’s degree or higher, 9% possess an associate degree, and 19% have accumulated some college credits without graduating (U.S. Census Bureau, 2011, calculated from Table 6.1, civilian, non-institutionalized population). It is possible that diffi culties with basic literacy and math skills impede achievement in college, especially among students who have received some college credits but have not completed a degree.
