Download or read book Factors Related to First Year College Success in a Selected Group of Scholarship Recipients written by LaVerl C. Giles and published by . This book was released on 1965 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The idea of a scholarship program is almost as old as the oldest institution of higher learning. The universality of such a program is almost completely comprehensive throughout the world. Although the purpose of scholarship programs has varied as much as each of the institutions varies, in most of the situations the programs have been well acclaimed. The success of these programs in terms of the student has often been tested or at least scrutinized. This type of study has been attempted several times. However, both Harris and Endler, in reviewing the literature from 1931 to 1959, report that there is little agreement as to the relative merit of any particular kind of test, scores, grades, or other subjective evaluations used to select successful scholastic achievers. Henceforth, throughout this paper, these selective factors and others to be cited will be referred to as factors or variables predictive of academic success or predictive factors. A more complex type of problem associated with the granting of scholarships has been that of predicting the successful scholarship recipient. That is, the scholarship recipient who will be successful in college. An extensive review of the literature to date reveals only a few scientific studies on the predictors of successful scholarship holders. Most of the studies were conducted in an attempt to predict college success, using the grades for the first year of college as the criterion of success. Therefore, with confusion in the area of predicting college success as indicated by the author cited above, the need for such a study is evident. The purpose of this investigation will be to identify some of the variables which appear to be predictive of or correlates of the successful scholarship recipient. In this study it will be necessary to define what the writer means by successful scholarship recipient. Hereafter the term successful scholarship recipient will refer to those students who have been able to maintain, during their freshman year of college, a grade point average of 3.0 or B average. Universities and colleges generally require that a student maintain at least a grade point ranging from C to B to retain his scholarship. He must also live in accordance with the rules and regulations of the institutions. Very few scholarship recipients, for example, lose their financial aids for reasons of incorrigibility. The criterion for success, therefore will be that of maintaining the grade point average required. In this investigation the writer will attempt to answer the following questions: (a) What type of test scores, grades, evaluations or non-intellectual or biographical factors can be used to identify scholarship recipients who will be successful in college; (b) will the use of several factors together be more predictive of the academic success of scholarship recipients; (c) are nonintellectual or biographical factors useful in selecting scholarship recipients; (d) can the factors predictive of academic success now in use be validated.
Download or read book Significant Factors in the Prediction of the Success of College Freshmen written by John Lewis Blair and published by . This book was released on 1933 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Follow up Study of Factors Resulting in Success Or Failure of a Selected Group of College Freshmen in Calculus at the University of Dayton written by Robert C. Leahy and published by . This book was released on 1969 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Factors Resulting in Success Or Failure of a Selected Group of College Freshmen in Calculus at the University of Dayton written by Paul Younger and published by . This book was released on 1967 with total page 276 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 1965 with total page 666 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Minority Serving Institutions written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2019-02-05 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are over 20 million young people of color in the United States whose representation in STEM education pathways and in the STEM workforce is still far below their numbers in the general population. Their participation could help re-establish the United States' preeminence in STEM innovation and productivity, while also increasing the number of well-educated STEM workers. There are nearly 700 minority-serving institutions (MSIs) that provide pathways to STEM educational success and workforce readiness for millions of students of colorâ€"and do so in a mission-driven and intentional manner. They vary substantially in their origins, missions, student demographics, and levels of institutional selectivity. But in general, their service to the nation provides a gateway to higher education and the workforce, particularly for underrepresented students of color and those from low-income and first-generation to college backgrounds. The challenge for the nation is how to capitalize on the unique strengths and attributes of these institutions and to equip them with the resources, exceptional faculty talent, and vital infrastructure needed to educate and train an increasingly critical portion of current and future generations of scientists, engineers, and health professionals. Minority Serving Institutions examines the nation's MSIs and identifies promising programs and effective strategies that have the highest potential return on investment for the nation by increasing the quantity and quality MSI STEM graduates. This study also provides critical information and perspective about the importance of MSIs to other stakeholders in the nation's system of higher education and the organizations that support them.
Download or read book Increasing Persistence written by Wesley R. Habley and published by John Wiley & Sons. This book was released on 2012-09-04 with total page 513 pages. Available in PDF, EPUB and Kindle. Book excerpt: INCREASING PERSISTENCE "Of all the books addressing the puzzle of student success and persistence, I found this one to be the most helpful and believe it will be extremely useful to faculty and staff attempting to promote student success. The authors solidly ground their work in empirical research, and do a brilliant job providing both an overview of the relevant literature as well as research-based recommendations for intervention." GAIL HACKETT, PH.D., provost and executive vice chancellor for academic affairs; professor, counseling and educational psychology, University of Missouri, Kansas City Research indicates that approximately forty percent of all college students never earn a degree anywhere, any time in their lives. This fact has not changed since the middle of the 20th century. Written for practitioners and those who lead retention and persistence initiatives at both the institutional and public policy levels, Increasing Persistence offers a compendium on college student persistence that integrates concept, theory, and research with successful practice. It is anchored by the ACT's What Works in Student Retention (WWISR) survey of 1,100 colleges and universities, an important resource that contains insights on the causes of attrition and identifies retention interventions that are most likely to enhance student persistence.?? The authors focus on three essential conditions for student success: students must learn; students must be motivated, committed, engaged, and self-regulating; and students must connect with educational programs consistent with their interests and abilities. The authors offer a detailed discussion of the four interventions that research shows are the most effective for helping students persist and succeed: assessment and course placement, developmental education initiatives, academic advising, and student transition programming. Finally, they urge broadening the current retention construct, providing guidance to policy makers, campus leaders, and individuals on the contributions they can make to student success.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 700 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Student Success in College written by George D. Kuh and published by John Wiley & Sons. This book was released on 2011-01-07 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
Download or read book Social Factors Associated with Disadvantaged First Year College Students Retention and Academic Success written by James L. Burnett and published by . This book was released on 2011 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Factors Contributing to the Success of First generation College Students at a Research University written by Mary Margaret Hui and published by . This book was released on 2017 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: First-generation college students are students whose parents do not have a college degree, and they face numerous barriers in college. Yet, several first-generation college students (FGCS) are successful and are on-track to graduate with a bachelor's degree in four years. Their success is important because education is associated with increased income, quality of life, and social mobility, making educational attainment even more significant in Arkansas, which has both low educational attainment and high poverty. Little is known about what can be done to close the achievement gap. It is important to analyze what helped FGCS succeed so that higher education administrators, faculty, and staff can help other FGCS succeed. The study used explanatory sequential mixed methodology to analyze the factors first-generation college students identified as contributing toward being on-track to graduate in four years. Data for the study were collected at the University of Arkansas, an Arkansas land-grant institution. Descriptive statistics and Pearson's chi-square of independence test were used to analyze first-generation students. Focus groups of FGCS were conducted to understand the factors that contributed to being on-track and strategies for success. The study's results indicated that ethnicity and changing the major college of degree program are not related to being on-track to graduate, but other demographic factors like age, residency, and ACT score are significant. FGCS faced multiple barriers like unpreparedness, financial obligations, and relating to their family members, but they were motivated to succeed by many factors, primarily believing that a college degree was necessary for a better life. They used a few strategies to succeed, such as active involvement in planning their course of study to maximize efficiency. Recommendations for both future research and future practice were made to help first-generation college students succeed.
Download or read book A Study of Selected Factors Related to Predicting the Academic Success of Students who Attended the National College of Business from 1963 to 1968 written by Charles Donald Lein and published by . This book was released on 1970 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparison of Selected Factors Relating to College Success written by Mary Ann Inwood Cisne and published by . This book was released on 1966 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book 2011 College Access and Opportunity Guide written by Center for Student Opportunity and published by Sourcebooks, Inc.. This book was released on 2010-07 with total page 434 pages. Available in PDF, EPUB and Kindle. Book excerpt: "At a young age, you really don't think about college but this book tells you that it is possible. Don't ever think there is not money out there or there's not a spot for you. Now I'm really sure that I am going to get into college." -Rochelle, 11th grade, Gertz-Ressler High School/The Fulfillment Fund, Los Angeles, CA The College Access & Opportunity Guide is the first of its kind-a comprehensive college guidebook designed to help first-generation, low-income, and minority students make their college dreams a reality! 284 colleges and universities committed to access, opportunity, and success You will see some familiar names and others that are not so familiar. But what bonds these institutions are the outreach efforts, scholarship and financial aid opportunities and support and retention services that each has to offer. Do you KnowHow2GO? Learn the steps you need to take Follow KnowHow2GO's plan for first-generation and other underrepresented students to take the steps necessary to go to college. Insider advice from college students and other experts Read articles and stories that share insight and firsthand experience on what it takes to get to college and succeed. Valuable information for parents and mentors, en Español también Whether you're a parent, guardian, teacher, mentor, or other caring adult, chances are there's a teen in your life who wants to go to college. We offer advice for guiding the student in your life to college. Si eres un padre, tutor, maestro, o un adulto comprensivo, existe la posibilidad que un adolecente en tu vida quiere ir a la universidad. Nosotros oferecemos consejo para ayudar aquel estudiante en tu vida tomar los pasos necesarios para entrar en la universidad. "Our students have found this guidebook essential to their college searches. It is easy to navigate and targets the information that's most important to them. There's no other resource that offers this kind and quality of information. 'Opportunity' is the perfect word; that's just what our students need!" -Debbie Greenberg, College Bound St. Louis, St. Louis, MO "I began using the College Access & Opportunity Guide with my upper division students, but very soon the other students were asking to see it. Since I had only one copy, I would have a waiting list to look at the book. It became the focus of our group meetings and soon the students started calling it 'the red college bible.' In the end, we decided to give all of our sophomores their own copy to set them on the right path to college." --Linda Perez, Achieve/Gerson Bakar Foundation, San Francisco, CA
Download or read book American Educational History Journal written by Shirley Marie McCarther and published by IAP. This book was released on 2022-10-01 with total page 195 pages. Available in PDF, EPUB and Kindle. Book excerpt: (The official journal of the Organization of Educational Historians) The American Educational History Journal is a peer-reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well-articulated argument that deals substantively with questions of educational history. AEHJ will accept two types of original unpublished manuscripts not under consideration by any other journal or publisher, for review and potential publication. The first consists of papers that are presented each year at our annual meeting. The second type consists of general submission papers received throughout the year. General submission papers may be submitted at any time. They will not, however, undergo the review process until January when papers presented at the annual conference are also due for review and potential publication. For more information about the Organization of Educational Historians (OEH) and its annual conference, visit the OEH web site: www.edhistorians.org
