Download or read book An Analysis of Factors Related to the Loss and Retention of Freshmen Students at Tarleton State College for the Academic Years 1964 Through 1966 written by Billy Frank Irick and published by . This book was released on 1969 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Southwestern Historical Quarterly written by and published by . This book was released on 1976 with total page 606 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1969 with total page 796 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Dissertation Index 1861 1972 Education written by Xerox University Microfilms and published by . This book was released on 1973 with total page 1040 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Faculty Publications written by Texas A & M University and published by . This book was released on 1968 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research Studies in Education written by and published by . This book was released on 1970 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1968 with total page 440 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1973 with total page 1128 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Factors Contributing to First Year Retention in Higher Education written by Sharon M. Young and published by . This book was released on 2016 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine factors that may contribute to student retention in first year higher education students enrolled at a four-year public university in Texas. The study sought to answer the following research question: 1. To what degree are student factors--high school GPA, ethnicity, gender, first generation higher institution student status, SAT or ACT scores, socioeconomic status (SES), and financial aid eligibility (grants, loans, federal aid, scholarships)--related to first year retention at a college/university? This study used descriptive and logistic regression analyses from the Fall 2012-2013 school year data provided by the public university in Texas. Contributing factors (High School GPA, ethnicity, gender, first generation college student status, SAT or ACT scores, socioeconomic status (SES), and financial aid eligibility (grants, loans, federal aid, scholarships) were analyzed to determine the best predictor(s) of first year student retention for the Fall 2013-2014 school year at the public university. The study revealed that of the sample analyzed, 68.8% of the students were retained for the Fall 2013-2014 school year while the other 31.2% were not retained. The logistic regression revealed financial aid (grants, loans, scholarships) to be the most predictive variable for the retention of first year higher education students in 2013-2014.
Download or read book College Student Retention written by Alan Seidman and published by Rowman & Littlefield. This book was released on 2024-08-09 with total page 359 pages. Available in PDF, EPUB and Kindle. Book excerpt: College student retention continues to be a top priority among colleges, universities, educators, federal and state legislatures, parents and students. While access to higher education is virtually universally available, many students who start in a higher education program do not complete the program or achieve their academic and personal goals. In spite of the programs and services colleges and universities have devoted to this issue, student retention and graduation rates have not improved considerably over time. College Student Retention: Formula for Student Success, Third Edition offers a solution to this vexing problem. It provides background information about college student retention issues and offers the educational community pertinent information to help all types of students succeed. The book lays out the financial implications and trends of retention. Current theories of retention, retention of online students, and retention in community colleges are also thoroughly discussed. Completely new to this edition are chapters that examine retention of minority and international students. Additionally, a formula for student success is provided which if colleges and universities implement student academic and personal goals may be attained.
Download or read book Comprehensive Dissertation Index 1861 1972 Author index written by Xerox University Microfilms and published by . This book was released on 1973 with total page 1090 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book First generation Freshman College Students written by Laura Colson McLean and published by . This book was released on 2013 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: Against all odds, first-generation college students continue to enroll in postsecondary schools with aspirations of obtaining a bachelor's degree. Unfortunately, many have not successfully reached their goal, which in turn has affected retention rates of colleges and universities. There are programs that provide academic support and advising to increase retention for first-generation college students. However, there are academic and nonacademic needs of the students that colleges, universities, and public policymakers have neglected to address. -- The purpose of this research study was to determine from 168 first-generation college students at 5 participating institutions, what factors impacted their enrollment after their first year in college. Tinto's Interactionalist Theory (1982) served as the study's theoretical foundation. Findings warranted the following conclusions: the academic factors that motivated first-generation students to enroll the subsequent year were having a positive rapport with faculty and staff, personal goal of degree completion, and support services provided by the institution. Data analysis revealed that the non-academic factors that motivated first-generation students to enroll the subsequent year were: family, peers, and a sense of community on campus. -- This research provides data for Student Support Services (SSS) programs in reference to services their eligible freshman participants deem necessary in order to enroll in college the subsequent year. This information can be used by the programs to evaluate the services currently provided to participants and to focus and build upon those areas most addressed by the students in this study. Public and private postsecondary institutions alike may also use the findings to further enhance current support programs as well as develop new initiatives to work towards increasing their student retention rates, while parents, high schools, and pre-college programs can use the information gathered to assist with preparing students for college, thus providing measures working toward increasing college enrollment, attrition, and graduation rates.
Download or read book Student Retention in Colleges Changes Lives and Society written by Victor G. Stanley and published by Xlibris Corporation. This book was released on 2017-11-27 with total page 65 pages. Available in PDF, EPUB and Kindle. Book excerpt: Victor G. Stanley is professor emeritus of animal science in the college of agriculture and human sciences at Prairie View A&M University in Texas, where he taught in the faculty for thirty-six years. He served in the university as a tenured professor, research scientist, coordinator of the animal science program, and department head until his retirement in 2016. Dr. Stanleys research area of expertise was in food safety, and the impact of his scientific work and papers can be found in leading poultry science publication journals and other outlets. Being the consummate research scientist, he was highly sought after in state, national, and international levels for his expertise in poultry nutrition and its effects on animal husbandry. He was a consultant to Alltech Company in the Kentucky and Sanderson Farms in Texas for many years. Dr. Stanley was the first to discover a biological control for aflatoxins, toxic metabolites produced by certain fungi, which affect the quality of grains used extensively in animal and poultry feeds. Dr. Stanley taught several undergraduate and graduate courses for majors and nonmajors, including poultry science, animal breeding and genetics, and animal nutrition, and he is the recipient of numerous college and university awards for excellence in research, teaching, advising, and mentoring. At the end of his career at Prairie View A&M University, he has successfully mentored twenty-four students toward the PhD degree in the United States and Canada and, additionally, thirty-five students toward the pursuit of a DVM degree. Several of his former students have pursued graduate studies and professional degrees at Cornell University, Texas A&M University, Tuskegee University, and the University of Guelph. He is passionate about and committed to student growth and development in the college years and beyond.
Download or read book A Study of Potential Factors Influencing Freshman Students in Their Decision to Attend Tarleton State University the Fall of 1973 written by Robert Edwin Netherland and published by . This book was released on 1976 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Retention and Persistence in Higher Education written by Tyson Ray Holder and published by . This book was released on 2016 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated individual factors and milestones which may assist institutions in predicting first to second semester retention rates of freshmen students. While the data examined were limited to the student population enrolled at a rural community college, implications from the study could be meaningful for all institutions of higher education. The investigators examined extant data to determine whether exam scores, graduating high school GPAs/rank, and Pell Grant eligibility could be used as predictor variables in identifying students at-risk of leaving the institution. In addition, key milestones (time of registration, participation in a first year experience (FYE) course, declaring a major) were also examined to determine whether these events predicted retention. The study utilized a mixed methods approach analyzing quantitative data through linear regressions and Chi Squares that were obtained through agency records and closed-ended survey questions, while qualitative data was acquired through open-ended survey questions. Participants included 97 first-time freshmen enrolled at a southwest Missouri rural community college during the Fall 2015 semester and 1,150 students enrolled at the college between Fall 2011 and Fall 2013. The Fall 2015 first-time freshmen were asked to complete an online 24-item survey designed to extract both quantitative and qualitative data. The researchers found that ACT and Compass scores (with the exception of Compass Writing), and High School GPA/rank were strong predictors in determining first to second semester retention; however Pell Grant eligibility was found to be insignificant. Although the key milestones of time of registration, participation in a FYE course, and declaring a major were found to be insignificant in predicting retention rates of freshmen students, the qualitative data gathered suggested that the examined milestones had merit for a retention model.
Download or read book Factors Contributing to the Persistence of African American and Hispanic Undergraduate Males Enrolled at a Regional Texas University written by Reginal Rashad Hall and published by . This book was released on 2014 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to explore factors that may contribute to the persistence and graduation rates of African American and Hispanic undergraduate males enrolled at regional four-year public universities in Texas. African American and Hispanic males have lower graduation rates in both secondary and post-secondary education than their White peers (Swail, Cabrera, Lee & Williams, 2013; Harper, 2010). This study utilized a mixed methods research design. The quantitative portion of the study provides descriptive data to exhibit the historical four-year and six-year graduation rates of African American, Hispanic and White males within the regional university. The qualitative portion of the study investigated characteristics which exist among African American and Hispanic undergraduate males who have persisted and were retained at the university through their senior academic year. Focus groups interviews were administered which allowed the researcher to explore the perceptions of African American and Hispanic males regarding academic and non-academic factors that may have served as supports and/or barriers to their persistence. A thematic analysis was conducted to evaluate relationships that may have occurred. The research provides more information on academic and non-academic factors that served as supports and/or barriers to their ultimate graduation.
Download or read book Understanding the Factors Influencing Retention Among College Freshmen Using the Learning and Study Strategies Inventory written by Mark D. Newmeyer and published by . This book was released on 2006 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract This investigation explored the contribution of the Learning and Study Strategies Inventory (LASSI) in understanding retention among college freshmen enrolled in a large Midwest urban university. Using Structural Equation Modeling (SEM), LASSI results were modeled along with exogenous demographic variables (i.e., age, gender and ethnicity) and exogenous retention indices (i.e., ACT/SAT results and high school cumulative Grade Point Average - GPA). Endogenous variables in the model included college cumulative GPAs of all student participants (n = 483) and their retention records over the course of five academic quarters. Exploratory and confirmatory factor analyses were used to check for item robustness within each of the ten LASSI scales. Items with significantly smaller factor loadings from each of the ten respective scales were eliminated prior to executing SEM. Asymptotic distribution-free estimates were used to adjust for non-metric variables in the model. Final model indices were X2 (15.9, N = 483) = 18, p = .597, GFI = 1.0, NFI = .969, AGFI = 1.0, RMSEA = .000, AIC = 69.93, and PGFI = .400 and indicate a good fit with the data. No direct path exists between the LASSI scales and either College GPA or retention. However, the construct "Will" was significantly correlated with College GPA, indicating that both attitude and motivation are critically important to student success. Significant paths from Gender to Retention and Gender to College GPA support the likelihood of male students being at greater risk of not persisting. A path from Ethnicity to College GPA also supports previous research suggesting that minority students are at a greater risk. Though the LASSI failed to contribute to a group level analysis of retention, caution is advised in dismissing the instrument as it may have significant clinical relevance (e.g., an academic advisor assisting a student in a one-on-one setting).
