Download or read book Predicting Graduation Rates An Analysis of Student and Institutional Factors at University Council for Educational Administration Public Universities written by Linda M. Creighton and published by . This book was released on 2006 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: Keywords. Graduation rates, Student factors, and Institutional factors.

Download or read book Writing a Successful Thesis Or Dissertation written by Fred C. Lunenburg and published by Corwin Press. This book was released on 2008 with total page 353 pages. Available in PDF, EPUB and Kindle. Book excerpt: This comprehensive manual offers direction for every step of the thesis or dissertation process, from choosing an appropriate topic to adapting the finished work for publication.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 688 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Predicting Graduation Rates at Non residential Research Universities written by Jamonique K. Harrison and published by . This book was released on 2016 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to develop a prediction model for graduation rate at non-residential research universities. As well, this study investigated, described, and compared the student characteristics of non-residential and residential institutions. Making distinctions between significant predictor variables at non-residential research universities and significant predictor variables at residential institutions was also an aim. The researcher obtained data from the Integrated Postsecondary Data System. Student and institutional variables were analyzed using descriptive statistics, independent samples t-tests, analysis of variance, and regression analyses. Results indicated that student and institutional characteristics can be used to significantly predict graduation rate at nonresidential institutions with student variables yielding greater predictive power than institutional variables. As well, residential status was found to moderate the relationship between undergraduate enrollment and graduation rate.

Download or read book Predicting Graduation Rates of First generation College Students written by Brynn L. Munro and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's request; PREDICTING GRADUATION RATES OF FIRST-GENERATION COLLEGE STUDENTS by BRYNN MUNRO (Under the Direction of Juliann Sergi McBrayer) ABSTRACT In the 2015-2016 academic year, 56% of college students fit the federal government’s definition of first-generation college student status, meaning that neither parent has earned a baccalaureate degree. The success of this student population is crucial for institutional success. There are few studies which follow first-generation college students and continuing-generation college students longitudinally over six years at the same institution to examine graduation outcomes. This study utilized archival data at an access institution in the Southeastern United States in a causal comparative study using binary logistic regression analysis to determine if first-generation college student status, gender, socioeconomic status, and academic preparedness are predictors for six-year graduation rates. Findings from this quantitative study determined that gender, socioeconomic status, and academic preparedness were significant predictors for graduation within six years of matriculation at the institution. While findings from this study do not entirely align with prior research, a future qualitative study may provide context for the student experience and what factors influenced student success. These findings are intended to help administrators understand their student population and implement intervention strategies to increase graduation outcomes

Download or read book The Impact of State Characteristics on College Graduation Rates at Land grant Institutions written by Melissa Diane Bridges and published by . This book was released on 2013 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: As our nation's economy has become increasingly knowledge-based, an educated citizenry is paramount to maintaining a competitive edge in a global marketplace. Thus, college participation and completion have emerged as the gateway to survival and growth for individuals, states, and the nation, making college completion rates a top priority. Stakeholders have begun to equate graduation rates with institutional quality and performance and often use such data to make judgments, create policies, and allocate funding. However, graduation rates are not fully understood and numerous scholars urge caution when interpreting and utilizing single outcome measures. The purpose of this cross-sectional ecological study was to analyze the relationship between selected state characteristics and college completion rates at land-grant institutions and use those findings to create a graduation rate prediction model, inclusive of student, institutional, and state characteristics, that is more accurate than traditional prediction models comprised solely of student and institutional characteristics. Results of correlation and regression analyses indicated that the addition of state variables to a regression model increased the accuracy of predicted graduation rates. Specifically, the size of the traditional college-age population, higher education appropriations, and the ratio of two- to four-year enrollment were found to be significant state predictors and explained an additional 9.3% of the variance in graduation rates at land-grant institutions. The landscape of higher education does appear to be ecological in nature as a wide range of student, institutional, and state characteristics provide a better understanding of educational success. These findings support recommendations for improved interpretation, evaluation, and prediction of graduation rates as well as planning for higher education in order to turn state and national educational attainment goals into reality.

Download or read book Structural Determinants of Graduation Rates written by Michael C. Morrison and published by . This book was released on 2006 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines graduation rates at public two-year, public four-year and private four-year colleges in the United States. Its major purpose is to account for the variance in graduation rates taking into account several institutional and institutionally-related student financial aid predictor variables. United States colleges and universities are the unit of analysis. College graduation rates are viewed as a function of structural differences between institutions. Of the 3,072 colleges in the sample 20.4% are public four-year institutions, 42.5% are private four-year colleges, and 37.1% are public two-year colleges. All 50 states are represented in the sample. Collectively, these colleges enrolled 10,416,131 full-time equivalent students in 2003-04, the year for the analysis. A "recursive path analysis model" was constructed to provide a means to test the hypotheses and to visually interpret the results. Structural differences between institutions of higher education explain a significant amount of the observed variation in both retention and graduation rates. Goodness of fit indexes support the proposition that the model fits the data quite well. The overall conclusion of the study is that structural differences between institutions may be as important to college persistence and graduation rates as differences in individual students' experiences and commitments. (Contains 8 tables and a bibliography.).

Download or read book Research in Education written by and published by . This book was released on 1973 with total page 1006 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Understanding the Factors that Affect Graduation Rates in Public School Districts in the United States and Improving Strategies Used to Raise Graduation Rates in the Los Angeles Unified School District written by Julio A. Martinez (Graduate student) and published by . This book was released on 2020 with total page 33 pages. Available in PDF, EPUB and Kindle. Book excerpt: Graduation rates at public schools in the United States are not where they are supposed to be. The average national graduation rate is 84.6%. Public schools have struggled to raise graduation rates to 100% and to make sure students are getting the best education possible. High school dropouts usually have a difficult time finding a full-time job and earn considerably less in their lifetime than graduates do. As adults, they tend to need assistance with housing, food, and other vital necessities. Dropouts also tend to commit more crimes and have a higher chance of being incarcerated during their adulthood. Low graduation rates are attributable to factors inherent to students' socioeconomic backgrounds, behaviors, and choices, as well as challenges faced by the public school districts. The factors predicting academic failure among high school students are dynamically intertwined and co-dependent. Many policies have passed and failed or not done enough to raise graduation rates to the ultimate goal of 100%. This proposed study intends to shed light on the factors that affect graduation rates in the Los Angeles Unified School District and finding ways to improve the strategies that are currently being used to monitor and raise graduation rates. This paper will propose a two-phase mixed methods approach via an emailed or mailed survey to administrators, parents, and students querying their knowledge and opinion on the factors that affect graduation rates at their schools. Suggested improvements to strategies to raise graduation rates that are currently in place will be the result of the study.

Download or read book Increasing College Completion Rates in California written by Natalie Rose Wagner and published by . This book was released on 2013 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study has been to identify how financial aid and other factors influence college graduation rates, and to make recommendations on policies that could be used to increase graduation rates at public colleges in California. I obtained data on all four-year public degree-granting colleges in the United States and used regression analysis to identify the factors that impact college graduation rates and measure the magnitude of the impact to determine which factors in my data set are the largest contributors to graduation rates. My regression analysis included financial aid factors (the percentage of students at a college receiving different forms of aid, average amounts received, and the percentage of financial aid dollars distributed to different income groups), college factors (selectivity, tuition and fees, total enrollment, remedial services, etc), student factors (percentage of students at the college in different age, race/ethnicity, and gender groups); and social factors, which are characteristics of the state in which the student resides (percentage in different age and race ethnicity categories, the percentage of individuals who own their home, percentage single parents, etc). While my initial intent was to focus primarily on financial aid factors, I found these variables to have a smaller impact on graduation rates than many of the other explanatory variables included in my model. After identifying the impact that these factors have on college graduation rates, I used my regression model to identify colleges that are doing much better than predicted (and those doing worse) at graduating students in six years, all factors held constant. I studied the top and bottom performing schools in the UC and CSU systems and identified things that the top colleges are doing to increase graduation rates that were not controlled for in my regression model. As I was studying the colleges, I looked at various types of support provided to students including financial support (financial aid) and also social and academic support services. I also looked at the mission and culture of the colleges doing well compared to those doing poorly. My study did not lead to specific recommendations on additional policy changes that should be made to California0́9s state financial aid programs and services to increase graduation rates. However, I found some differences in the information and resources provided to students regarding financial aid between the best and worst performing colleges. In my concluding chapter, I make recommendations on things that California's public colleges could do to increase graduation rates, both related and unrelated to financial aid. I also provide some general policy recommendations for the state that could be implemented to increase the percentage of students at public colleges in California that earn a bachelor's degree in six years.

Download or read book Journal of Developmental Education written by and published by . This book was released on 2013 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Why Have College Completion Rates Increased written by Jeffrey T. Denning and published by . This book was released on 2021 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: College completion rates declined from the 1970s to the 1990s. We document that this trend has reversed -- since the 1990s, college completion rates have increased. We investigate the reasons for the increase in college graduation rates. Collectively, student characteristics, institutional resources, and institution attended do not explain much of the change. However, we show that grade inflation can explain much of the change in graduation rates. We show that GPA is a strong predictor of graduation rates and that GPAs have been rising since the 1990s. We also find that in national survey data and rich administrative data from 9 large public universities increases in college GPAs cannot be explained by student demographics, preparation, and school factors. Further, we find that at a public liberal arts college, grades have increased over time conditional on final exam performance.

Download or read book The Influence of Student Engagement on the Six year Graduation Rates of African American Students at a Predominantly White University written by Gwendolyn Hood and published by . This book was released on 2014 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine college engagement factors identified from questions from the National Survey of Student Engagement (NSSE) and precollege variables (high school GPA, ACT/SAT scores, parents' education level) to predict academic success, in the form of six-year graduation rates, of African American students at a predominantly White institution. Previous research has shown the influence of both cognitive and non-cognitive characteristics, as well as in-college engagements as indicators of persistence to graduation. This study extends the literature by focusing on how the relative significance, weights, and interactions of these factors impact the graduation rates of African American students at a predominantly White institution. The study utilized existing data from the NSSE survey, which was administered to freshmen and seniors in the spring 2006 and spring 2007 academic years. The dataset included freshmen and seniors who were full-time, first-enrolled at the selected institution and participated in the 2006 and 2007 administrations of the NSSE survey. The results of this study provides implications for improved programs for postsecondary institutions by assisting them in cultivating college environments that encourage participation in educationally purposeful activities that may positively influence the graduation rates and academic experiences for African American students on predominantly White campuses.

Download or read book Developing a Model to Explain IPEDS Graduation Rates at Minnesota Public Two year Colleges and Four year Universities Using Data Mining written by Brenda Arndt Bailey and published by . This book was released on 2006 with total page 470 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book How One University Examined Graduation Rates of Its Undergraduate Student Population written by Nicola Paterson and published by . This book was released on 2010 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Office of Planning and Institutional Research (OPAIR), at the University of the West Indies, Mona Campus was asked to undertake an analysis of student throughput rates as part of a University-wide initiative involving the three campuses. Each Campus was provided with a template and guidelines for reporting the data. The exercise was intended to develop a consistent methodology for reporting throughput rates among the Campuses and to assist Faculty and Department Heads in monitoring the academic progression of students on a continuous basis. Undergraduate throughput rates were calculated using a time-to-degree measure which tracks entrants from one academic year to the next over a number of years. Incoming cohorts entering in September 2000 to 2004 were tracked up to the period 2007, allowing for a seven-year graduation rate for the initial cohort. The target population consisted of all undergraduate degree seeking entrants regardless of whether or not it was their first time in university. As the debate continues in the United States about the methodology and implications of graduation rates, this paper outlines a number of alternatives for institutions and policy makers to consider. First, universities interested in examining their graduation rates in detail may consider replicating the internal exercise performed by the University of the West Indies, and where institutions suffer low graduation rates based on the time-to-degree methodology, could calculate a Graduation Efficiency Index or expected completion rates to see whether these alternative methods present favorable results. For policy makers, graduation rates need to be interpreted in the context of a number of factors, one being whether or not the institution is public or private and how selective it is of its student population. Where performance funding is a practice of any state, time-to-degree measures do not necessarily reflect the "efficiency" of a given institution as may a Graduation Efficiency Index, and among highly selective institutions with high graduation rates, these institutions may not be performing optimally if their actual completion rates fall below their expected completion rates when using regression analyses. And finally, until such time that the Integrated Postsecondary Education Data System (IPEDS) is replaced by a student unit record information system, a good resource for tracking transfer students is the National Student Clearinghouse. Appendices include: (1) Guidelines and Checklist for Computing Throughput Rates; and (2) Other Factors to Consider for Computing Throughput Rates and Checklist. (Contains 10 tables and 2 footnotes.).

Download or read book What Matters written by Jill Peerenboom and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This study explored institutional expenditure allocations to functional areas to determine whether or not any statistically significant relationships exist between expenditure allocations and graduation rates. As Ryan (2004) has noted, such research may be useful in enhancing existing student success theories. This study focused primarily on the factors that institutions control, such as expenditure allocations, as opposed to those they do not control, like student and institutional characteristics. This study used 22 regression equations to analyze public, four-year colleges and universities by size, Carnegie Classification, and classification as Minority-Serving institutions (based on whether or not the institution was designated as a Historically Black College or University, a Hispanic-Serving Institution, or a Predominantly White Institution) to determine whether or not these factors provided additional insight for a predictive model. This study also examined relationships between expenditures and four- and six-year graduation rates. Exploring these relationships is particularly important because there is growing concern about the amount of time students take to complete an undergraduate degree. Like previous research on the topic, this study found significant relationships between institutional expenditures and student success. However, there was no single expenditure variable that was a significant predictor of graduation rate in every model and none of the significant expenditure variables had positive impacts on the graduation rate dependent variables. Research Expenditures was the expenditure variable most commonly found to have a negative and significant relationship with graduation rate, followed by Scholarships and Fellowships Expenditures. This study also found that when the overall and stratified models with different dependent variables are compared, the same independent variables hold their significance or lack of significance. These findings indicate that although the six-year graduation rate models are stronger than the four-year models (with the exception of Bachelors institutions), as evidenced by R2s that increased 3-8%, the significance of the control and expenditure variables stays the same. As such, one cannot reasonably conclude that institutions could manipulate expenditure allocations to decrease students' time-to-degree.