PREDICTING THE RETENTION OF UNIVERSITY STUDENTS

Survival analysis was used to model theretention of 8,867 undergraduate students at OregonState University between 1991 and 1996. Attrition wasfound to increase with age, and decrease with increasing high school GPA and first-quarter GPA.Non-residents had higher attrition rates than didresident and international students, and students takingthe Freshman Orientation Course appeared to be atreduced risk of dropping out. Statistically significantassociations of retention with ethnicity/race andcollege at first enrollment were also noted. Aproportional hazards regression model was developed topredict a student's probability of leaving school basedon these demographic and academic variables. Theseanalyses are helping to guide the university's effortsto improve retention through marketing, recruitment, and the development of orientation and otherprograms.     

Predictors of first year retention rates at the university of the West Indies,Jamaica

This study examines first year retention rates of First degree entrants in the academic year 2014-15. Level of academic preparation was operationalized as pass/failure on the English Language Proficiency Test (ELPT) and matriculation status (normal/lower entry). Variables that were strong predictors of retention were scholarship status and matriculation status. Residential status proved to be statistically significant, while sex, total courses passed in high school, and English Language Proficiency status were statistically non-significant. Future studies need to examine retention of non-traditional students and predictor variables reflective of attribution theory and locus of control.     

Education,stratification, and the academic hierarchy

Some view the academic hierarchy as an essential meritocratic structure that rewards students who have greater natural abilities. Others suggest that this structure reflects specific status divisions. Using nationally representative data, this study considers the relative and independent influence of students' undergraduate achievement, social class, sex, and race on rank of graduate school they attend. Analysis of covariance techniques indicate that undergraduate achievement is the strongest predictor of rank of graduate institution attended, in all six sub-areas examined. All of the status variables also have independent effects. In several sub-areas the graduate academic hierarchy does not universally reward social class, sex, and race groups for equal levels of achievement. Other sex and race groups, with equal achievement levels, attend similarly ranked graduate institutions.An earlier version of this paper was presented at the 53rd Annual Meetings of the Pacific Sociological Association, 1982, in San Diego, and is part of a larger study (Lang, 1983).     

The effects of immediate achievement and retention of middle school students involved in a metric unit designed to promote the development of estimating skills

Three hundred nintey-seven seventh-grade students were studied to determine the effect on immediate achievement and retention of a unit designed to promote the development of estimating skills involved in metric measurement. The study involved five teachers with a total of 15 average- or advanced-level classes divided into the reference and treatment groups. A five-day metric unit was designed so that both groups received exactly the same instruction in metric length, mass, and capacity with the exception of the treatment group's participation in activities relating to the development of estimation skills. Data collected from the Metric Application Instrument and analyzed with analysis of covariance indicated that students in the experimental group did retain significantly more of their improved metric application skills than the students in the reference group. The analysis of the main effects of race, sex, and ability indicated that white students achieved significantly more than black students and that males achieved significantly more than females. Analysis of significant race/ability and sex/race interactions indicated that (a) white students in the advanced group attained significantly greater achievement in metric application skills than black students of equal status and (b) white males significantly retained their metric applications achievement when compared to black males or black or white females.     

The Impact of Registration Timing on Student Performance

This study compares the impact of timing of registration on the student learning outcomes of students taking courses at three rural community colleges in the southeastern U.S. during the school years 2001–2003. Findings from this study indicate that early registration has a positive influence on students' grades and course completion rates. Also contributing to differences in student outcomes were student race, Pell Grant status, gender, program of study, and age.     

DEMOGRAPHIC AND ACADEMIC FACTORS ASSOCIATED WITH FIRST‐TO‐SECOND‐TERM RETENTION IN A TWO‐YEAR COLLEGE

ABSTRACT

Two‐year public colleges are known to experience the lowest retention rates of all colleges and universities. In addition, the lowest rate of consecutive‐term retention within the two‐year college occurs from students’ first to second term. The literature on factors related to retention in two‐year colleges, however, is strikingly inconclusive. The purpose of this study was to determine demographic and academic factors associated with first‐to‐second‐term retention at a regional campus of a two‐year public technical institution. The interaction between these factors was also studied. Those demographic variables found to be significantly related to retention included educational objective, full‐time/part‐time enrollment status, employment status, and age. The only academic factor found to be related significantly to retention was first‐term GPA. No significant interaction effects between these variables were found. A list of target groups for retention strategies was developed from the results of the study.     

Teacher Communication Patterns as Related to the Race and Sex of the Student

Abstract

This article summarizes previous research of teacher communication patterns related to student race and student sex and presents the findings of a study which examined the differences in teachers' verbal feedback statements to black and white and to male and female students.

The limited number of research studies which have investigated teacher communication patterns as related to the student's race can be categorized as experimental, naturalistic setting, and teacher perception studies. These studies are not easily interpreted and are difficult to replicate and generalize from. The literature regarding teacher communication as related to student sex differences is restricted by the same lack of internal coherence and idiosyncratic methodologies as the literature on race differences. Few studies have examined the interactive effects of student race and student sex.

The research presented here attends to this void in the research literature. Observational data were obtained from 67 classrooms in 10 schools in 4 school systems. The ANOVAs revealed two significant main effects for race, five main effects for sex, and three significant race/sex interactions. For the race variable, the researcher found that black students received more negative behavioral feedback and more positive-negative feedback than did white students. Females received significantly less total communication, less praise, less negative behavior feedback, less neutral procedure feedback, and less nonacademic feedback. The significant race/sex interactions emphasized the white female's infrequent communications with teachers. She received significantly less total communication than the other three sex/race groups. In addition, white females received less neutral behavioral feedback and less academic feedback than did white males.     

The effects of exemptions to Florida's test-based promotion policy: Who is retained?: Who benefits academically?

We evaluate the impact of Florida's test-based promotion policy on the probability that low-performing students are retained using data on the universe of third-grade students in the state of Florida from 2001 to 2004. We also examine the effect of formal exemptions to the policy on student proficiency in reading two years later. In an evaluation of retention for third-grade students over time with a logit model we find that Florida's policy has increased the probability that minority students are retained to a greater extent than white students. Contrary to previous research, this differential retention occurs after controlling for student academic proficiency. However, in an evaluation of the academic performance of students who were in the first class subject to the retention policy, we find that retained students outperform students who received an exemption from the policy in reading two years after baseline, indicating that on average exemptions have not been granted to those individuals who would benefit from promotion.     

EUROPEAN DISSERTATION SUMMARIES

Co‐operative learning means shared leadership where there is not just one leader in a group but where each member of the group is a leader. A leader demonstrates academic as well as collaborative skills in helping the group achieve a goal. Some academic skills are verbal interactions such as initiating ideas, responding by summarizing or suggesting procedures. Collaborative skills that build and maintain a good working relationship within the group include verbal interactions of praising group members and inviting others to get involved. The purpose of this study was to examine the verbal interactions and non‐verbal behaviours within unstructured learning groups. The verbal interactions were classified as positive if they aided the group to accomplish its goal and negative if they inhibited the group accomplishing its goal. Twenty‐eight students from seven intermediate‐grade level classrooms, grouped heterogeneously for sex and race and homogeneously for their ability in science, were selected for observation as they were doing a science activity. In general students’ verbal interactions were positive (i.e., there were more than four times more positive interactions than negative interactions). Further, in reviewing the positive interactions, students presented ideas more than four times as much as any of the other types of interactions. Females encouraged other members to participate in the activity significantly more than the males did. There was a trend in the number of times the equipment (clay) was handled; the males handled it more than the females as a function of race. Qualitative analyses revealed consistent patterns of interactions within groups of black and white males and females.     

In Search of the Effects of Academic Achievement in Postgraduation Earnings

The relationship between academic achievement and the financial success of baccalaureate recipients in the workplace is the focal point of an investigation that covers the first 3 years following graduation. Employment activity and quarterly earnings of university baccalaureate recipients were tracked in a comprehensive study that merged state unemployment insurance records with student data files. Quarterly earnings were regressed on grade point averages while controlling for age, registration type (native vs. transfer), major, gender, race, and industry. Patterns were discovered over the 3 years following graduation. Grade point average had little impact on earnings, as did registration type. Age, major, and industry were found to be significant. Gender and race held no significance. In an attempt to further explore the relationship between academic achievement and workplace success, a two-way ANOVA, repeated measures design was used to examine differences in the individual earnings of high academic achievers and low academic achievers over a 3-year period. No significant between-group effects were found.     

ACADEMIC AND SOCIAL INTEGRATION OF COMMUNITY COLLEGE STUDENTS: A CASE STUDY

The literature suggests that most studies on student retention have focused on student satisfaction at 4-year institutions where students tend to be more traditional in nature. The study discussed in this article investigated how Tinto's (Tinto, Russo, & Kadel, 1994) model of retention could be applied to 2-year institutions. It explored academic and social integration and their effects on student withdrawal rates as well as the effect of background skills on withdrawal rates. Study participants were 462 second-semester degree-seeking community college students who completed a survey regarding their satisfaction with the academic and social climate of the community college. Performance on Computer Placement Tests (CPTs) were correlated with withdrawal rates to determine the association between background skill levels and withdrawal patterns. No correlation was found between academic and social integration and withdrawal rates. However, findings did show that the poorer the CPT performance, the more likely students were to withdraw from courses.     

Changes in race and sex stereotype threat among diverse STEM students: Relation to grades and retention in the majors

In laboratory studies, induced stereotype threat shows negative effects on academic performance and learning. Is the relation between stereotype threat and grades robust in naturalistic settings, specifically in introductory STEM courses? We gathered data on two new measures we term race and sex stereotype bias, which were administered four times over the course of introductory chemistry and biology courses for STEM majors (N = 1358). Patterns of growth for all stereotype bias measures showed a discontinuous pattern, with increases during each semester (fall and spring) and decreases between semesters. For all stereotype bias measures, sophomores scored significantly higher than freshmen, and juniors scored in between. For the sex stereotype bias measure, females scored significantly higher than males. There were no race or sex differences on slopes of growth; though groups began at different levels, all grew at the same rate. There was little relation between grades and stereotype bias when analyzed by race; Asian students showed the largest number of significant – albeit small – correlations (3) and Black students the fewest (none). Correlations between grades and sex stereotype bias were significant and negative – but small – only for males. Results support a point made by Steele in 1997 but neglected since then; stereotype threat may affect only a small sub-portion within stereotyped groups. We argue that variables other than stereotype threat might be better targets for research attempting to explain gaps in STEM achievement and retention.     

English proficiency,course patterns,and academic achievements of limited-English-proficient community college students

Over the past decade minority students' access to and achievements in higher education have been of substantial interest to educators and researchers. Students who are of limited English proficiency (LEP) may also be considered disadvantaged, although few studies focus on them as a minority group. This research was conducted at a community college to examine the independent and interactive effects of several key demographic and academic variables on academic achievements (persistence, credits earned, and GPA). The primary independent variable, labeled GROUP, combined students' placement test results (English as a second language, regular remedial English, or no test results) and course-taking patterns (registered or did not register for ESL courses). Logit and other multivariate statistical techniques were employed. Results indicate some differences in achievement by GROUP category in concert with age, sex, or ethnicity, but no consistent pattern was found. LEP students did not differ significantly in academic achievement from the total student population. It is suggested that LEP students comprise an eclectic population with diverse educational goals and competencies, who use the community college for a variety of reasons. As institutions struggle to balance access and open enrollment, placement testing and registration requirements, and available resources, the efficacy of treating all LEP students alike must be examined.     

Factors related to third grade achievement: Self-perception,classroom composition,sex, and race

The purpose of this research was to investigate the relationship between self-perception and academic achievement among third grade black and white disadvantaged school children. Race, sex, IQ, self-perception, and student's perceptions of their teacher's perceptions were examined as sources of variance in academic achievement. Data from one-hundred-sixteen students were analyzed by means of stepwise multiple regression. Results suggest that self-perceptions account for more variance in academic achievement for students who are of the same sex and race as the teacher than for those who are not. Self-perceptions of black students in all black classrooms account for more variance in respect to achievement than do self-perceptions of black students in integrated classrooms.     

Is What Glitters Really Gold? A Quasi-Experimental Study of First-Year Seminars and College Student Success

First-year seminars are frequently designed to help students adjust to and succeed in college. Although considerable literature has explored this topic, many previous studies may have notable problems with self-selection, since students who choose to participate are likely more motivated academically than those who do not. Therefore, this study used quasi-experimental analyses within a large, longitudinal, multi-institutional dataset to explore the link between seminar participation and several student success outcomes. Overall, the use of propensity score analyses substantially alters the results, such that first-year seminars are positively associated with first-year college satisfaction, but they have no effect on fourth-year satisfaction, college grades, retention, or four-year graduation within the full sample. This lack of impact is largely consistent regardless of whether the seminar is designed to engage students in academic inquiry or to promote orientation and academic success. Additional analyses observed some differential effects of first-year seminars by race/ethnicity, ACT score, and sex; the most consistent finding is that first-year seminars appear to promote the college grades and college satisfaction of Black students. Implications for future research and practice are discussed.

     

Predicting Day-to-Day Changes in Students’ School-Related Affect From Daily Academic Experiences and Social Interactions

This study examined the role that everyday academic successes and failures—and the interactions with family members and peers that follow these events—play in predicting day-to-day changes in children's emotional responses to school. Middle school students (N = 101; mean age = 11.62 years) completed daily assessments of their academic experiences, performance disclosures, perceptions of emotional support, and school-related affect. Data were analyzed using hierarchical linear modeling. Results indicated that students’ daily academic experiences and social interactions varied by both sex and interaction partner, and that students’ daily academic experiences and social interactions were predictive of day-to-day changes in both positive and anxious affect. The implications of these findings for students’ interpersonal relationships and school adjustment are discussed.     

The forgotten minority: examining religious affiliation and university satisfaction

Researchers and practitioners generally discuss disparities in university student satisfaction and graduation rates in terms of race/ethnicity, gender, and socioeconomic status. However, religious affiliation constitutes another important—yet often overlooked—form of identity that may be associated with student outcomes. In the context of Christian privilege in the United States, students from marginalized religions and those who do not identify with any organized religion can face significant challenges on university campuses and throughout society. Using a 4-year longitudinal sample of 3,098 undergraduates at 28 institutions, this study conducted hierarchical linear modeling analyses to examine the extent to which university satisfaction varies as a function of students’ religious affiliation (or lack thereof). Even when controlling for various individual and institutional characteristics, students who do not identify with any religious group have the lowest university satisfaction, whereas Protestant students have the highest satisfaction. Group disparities in satisfaction are also observed for race/ethnicity, gender, parental education, and academic preparation. Implications for practice and future research are discussed.     

The Impact of Developmental Mathematics Courses and Age,Gender, and Race and Ethnicity on Persistence and Academic Performance in Virginia Community Colleges

This research study examined the 2006 cohort of First-Time-in-College students from all 23 community colleges in Virginia. The goal was to examine fall-to-fall persistence and success in the first college-level mathematics course. Predictor variables used were developmental status, age, gender, and race and ethnicity of the student. Interaction variables were created to determine if age, race and ethnicity, or gender moderates the effects of developmental status for both persistence and success. And a model was created using all main and interaction predictor variables to determine to what extent each variable accounts for persistence and success. It was found that neither gender nor race and ethnicity moderates developmental status for either persistence or success, but age moderates both success and persistence. Developmental courses are more effective for traditionally aged students and developmental courses are positively related to the persistence of nontraditionally aged students and negatively related to the persistence of traditionally aged students. The predictor variables developmental status, age, race and ethnicity, and gender are all significantly related to both the success and persistence of students. The effect of developmental status on both success and persistence is weak. Nondevelopmental status, female, nontraditionally aged, and non-Black race and ethnicity are all positively related to the success of students. Nondevelopmental status, female, traditionally aged, non-White and non-Black race and ethnicities are all positively related to the fall-to-fall persistence of students.     

The Effect of Academic Load on Success for New College Students: Is Lighter Better?

Both students and advisers often assume that a lighter academic load during the first year of college will result in greater student success. This article examines that assumption. Academic load is measured in terms of credit load and course difficulty; success is measured in terms of GPA and retention. The experiences of a sample of first-year students at a comprehensive regional university are examined. While the credit loads for which students register are related to academic ability and prior academic success, the difficulty level of courses for which these students register is not. Variation in student credit loads is reduced because weaker students are required to take developmental courses but do not drop a corresponding number of college-credit courses. Contrary to common assumptions, students who register for more credits tend to earn higher GPAs and have greater retention even after controlling for academic ability, prior academic success, on-campus employment hours, and other background characteristics. Students who register for more difficult courses, however, tend to earn lower GPAs and experience lower retention. Any effect of credit load on retention appears to work through GPA. While much of the effect of course difficulty on retention also works through GPA, course difficulty does have a separate negative effect on one-year retention. While the possibilities that weaker students might be more successful with lighter credit loads or that stronger students might be more successful with more difficult courses were investigated, no significant interactions between prior academic success, academic load, and success were found.     

A Science-Mythology Relationship Among Indian Children

Abstract

The study examines the effects of cross age tutoring in school on the tutors’ empathy, altruism, and self-esteem. The sample consists of 73 high school freshmen, who participated in a year-long program of tutor-training, and a comparison group of 98 other freshmen. Controlling the effects of initial attribute scores, students’ sex, and socioeconomic status, it was found that program participation significantly increased the tutors’ empathy, altruism, and self-esteem. The findings, interpreted according to role-taking theory, suggest that school programs of cross-age tutoring may have some psychological benefits in addition to their already established influence on students’ academic achievements. Since no interactions were found between the effects of program participation and students’ social background on the increases in attribute scores, such programs may perhaps be used for the integration of students from different social-cultural backgrounds.