A Logistic Regression Study of how Pre-enrollment Factors Predict Graduation at a Christian Historically Black University PDF Download
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Author: Tara Laron Young
Publisher:
ISBN:
Category : African American universities and colleges
Languages : en
Pages : 115
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Book Description
The purpose of this logistic regression study is to review the pre-admission factors through the lenses of multiple retention constructs and graduation rates at a Christian, Historically Black College or University (HBCU). A binary logistic regression is used to analyze the odds of graduation based on a set of pre-admission factors of first-time freshmen, as predictor variables. In particular, the predictor variables of interest are eligibility of academic support based on academic scholarships, gender, international status, and type of high school attended. The outcome variable of interest is graduation. This study is important because it contributes to the scholarship in the study of Christian HBCUs and the understanding of how preadmission factors may affect graduation. This study addresses the problem by using regression relationships to guide supportive programs that reinforce retention, persistence, and completion of students based on pre-admission factors, as reflected in the work of Tinto, Astin and other theorists. The number of participants used for this regression analysis supports adequate statistical power for a medium effect size. This study took place at a Christian HBCU in north Alabama with data collected from the admissions office for the freshmen class of 2011, where N=364. The results of this study suggest that students that attend a private high school have high odds of completing a post-secondary degree at a Christian HBCU and makes recommendations to support the retention and recruitment of the targeted population. The implications for further research could include a variety of replication studies with additional preadmission factors, longitudinal, mixed methods, or qualitative studies reviewing persistence, completion, and yearly graduation rates as they relate to the preadmission factors.
Author: Tara Laron Young
Publisher:
ISBN:
Category : African American universities and colleges
Languages : en
Pages : 115
Get Book Here
Book Description
The purpose of this logistic regression study is to review the pre-admission factors through the lenses of multiple retention constructs and graduation rates at a Christian, Historically Black College or University (HBCU). A binary logistic regression is used to analyze the odds of graduation based on a set of pre-admission factors of first-time freshmen, as predictor variables. In particular, the predictor variables of interest are eligibility of academic support based on academic scholarships, gender, international status, and type of high school attended. The outcome variable of interest is graduation. This study is important because it contributes to the scholarship in the study of Christian HBCUs and the understanding of how preadmission factors may affect graduation. This study addresses the problem by using regression relationships to guide supportive programs that reinforce retention, persistence, and completion of students based on pre-admission factors, as reflected in the work of Tinto, Astin and other theorists. The number of participants used for this regression analysis supports adequate statistical power for a medium effect size. This study took place at a Christian HBCU in north Alabama with data collected from the admissions office for the freshmen class of 2011, where N=364. The results of this study suggest that students that attend a private high school have high odds of completing a post-secondary degree at a Christian HBCU and makes recommendations to support the retention and recruitment of the targeted population. The implications for further research could include a variety of replication studies with additional preadmission factors, longitudinal, mixed methods, or qualitative studies reviewing persistence, completion, and yearly graduation rates as they relate to the preadmission factors.
Author: Ujwala Paladi
Publisher:
ISBN:
Category : College graduates
Languages : en
Pages : 190
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Book Description
The topic of this thesis is the analysis of factors influencing the retention of undergraduate level students at West Texas A&M University (WTAMU) with a special emphasis on STEM majors. The subjects of this study are first time college students, enrolled at WTAMU in Fall 2010, Fall 2011 and Fall 2012 that have a declared first major in a STEM field. Through Logistic regression analysis, factors influencing student retention and retention to graduation are identified. Identified factors that influence undergraduate student retention and graduation at WTAMU are math and science self-confidence, study habits, HSGPA, class percent, mothers' education, and senior year grades. Factors identified that influence retention to graduation of first year STEM majors at WTAMU are percentile of transfers, desire to finish, self-reported college prep activity, highest degree sought, sociability, distance from campus, HSGPA, class percent, Major code, fathers education, and work.
Author: Olin Cleve McDaniel
Publisher:
ISBN:
Category : African American universities and colleges
Languages : en
Pages : 348
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Book Description
Purpose. The purpose of this study was to (a) determine if a statistical model based only on pre- and early-matriculation variables can successfully predict the retention status of black residential and white commuter students at an historically black institution with an open admissions policy, and (b) determine the nature of any differences in the relative contributions of the variables which best predict the retention status of black residential and white commuter students. Procedures. The data used for this study were collected from a midwestern historically black institution with an open admissions policy. The sample consisted of all students who entered the University as first-time degree-seeking freshmen in the fall semesters over a period of four years and who completed an entering student survey. Logistic regression analysis was used to build the retention models. Findings. The variables that correlated highest with one-year retention status were ACT test scores, ACT math subscores, adequacy of prior education, and high school grade point average. ACT test scores and intention to seek an associate degree at the university studied made the greatest contributions to the classification model. Conclusions. It was concluded that (1) logistic regression models consisting only of pre- and early-matriculation variables are relatively successful in correctly predicting which students will return to college, but are not successful in correctly predicting which students will withdraw from college prior to their second year; this is true for the total sample, and for black residential and white commuter students considered separately; and (2) there are significant differences between returning and withdrawing students and between black residential students and white commuter students on the means or frequencies of many of the pre- and early-matriculation variables used in this study; in addition, the variables which best predict retention status are different for black residential students than for white commuter students. However, commitment variables are components of the prediction models for both groups of students.
Author: Dorothy Jean Carnegie
Publisher:
ISBN:
Category :
Languages : en
Pages : 218
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Author: Jonathan Locust (Jr.)
Publisher:
ISBN:
Category : African American students
Languages : en
Pages : 216
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Book Description
African American college enrollment rates continue to increase, while graduation rates do not. This state of affairs lends itself to a wealth disparity between African Americans and other racial groups. As such, this research investigated if university demographics and classification of institutional type can predict African American student success, operationally defined by graduation rates and ROI (20 years). Multiple statistical models, analyzing government and proprietary normative data found one key variable emerged. An African American student increases their odds of both graduating and receiving the highest ROI, by attending a university with the highest overall university graduation rate, regardless of the percentage of African American Students in attendance, cost, public or private, or enrollment size. A SUCCESS Model ties together all statistical findings, anecdotal discoveries and larger implications of this research. Findings generalize beyond the African American student.
Author: Timothy Rees
Publisher:
ISBN:
Category : Christian universities and colleges
Languages : en
Pages : 91
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Book Description
Lifetime earnings of Americans increase when they hold the credential of a bachelor’s degree. Understanding what factors likely lead to successful candidacy for said degree has been the subject of study in higher education for more than three quarters of a century. With the advent of affirmative action in the late 1960s, issues of access to higher education were somewhat mitigated and the field began to focus on issues of persistence to graduation. From Tinto’s (1975) interactionalist theory of student departure through the present day, a plethora of studies have explored and uncovered many factors that are relevant to persistence. These factors include, but are not limited to: academic preparedness, ethnicity, socio-economic status, and cultural fit. Despite over four decades of study not much progress has been made in improving retention issues. Curiously, many of those same learnings have not been studied concerning enrollment yield to determine if root causes of attrition can be addressed earlier in the process. Additionally, the perspective of a faith-based institution has not been sufficiently addressed in relation to said factors of persistence. The researcher attempted to extract best predictors of enrollment yield by conducting a correlational logistic regression study of several recent cohorts at a faith-based university in south central Virginia.
Author: Miguel Vincent Wasielewski
Publisher:
ISBN:
Category :
Languages : en
Pages : 284
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Book Description
Increasing national emphasis on college completion and affordability has prompted institutional efforts to focus on increasing efficient degree attainment within four-years. Traditional predictors of four-year graduation, Scholastic Achievement Test (SAT) scores and high school grade point average (GPA) may disproportionately negatively impact the enrollment of African American and Latino students who are more likely to receive lower scores on these metrics. This study sought to identify quantifiable non-academic metrics that can assist to predict bachelor's degree attainment in four years for African Americans and Latinos who do not meet typical standardized testing and scoring predictors. A regression analysis was performed on CIRP Freshmen Survey data for University of Texas at Austin students first enrolled in fall 2008 to assess the strength of Freshmen Survey constructs and student-level financial aid to predict graduation within a four-year timeframe. The results showed that the combined consideration of select variables increased the accuracy of prediction by over seven percentage points; moreover, two factors, holding a positive self-concept and likelihood of college involvement, demonstrated statistical significance within the model. While there are several study limitations, the findings offer support for further exploration of a model for predicting four-year graduation that considers non-academic data elements.
Author: Courtnee Elysse Bonds
Publisher:
ISBN:
Category :
Languages : en
Pages : 78
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The purpose of this study is to test if black students at Traditionally White Institutions (TWIs) are less likely to graduate with a bachelor's degree than black students at Historically Black Colleges and Universities (HBCUs), since the literature states the various advantages HBCU students have over their TWI counterparts. The paper also tests if the same variables can predict bachelor degree attainment of black TWI students and black HBCU students. Logistic regression was used to predict graduation likelihood using variables that William Spady (1970) and Vincent Tinto (1975) described in their respective persistence models as affecting graduation likelihood such as social integration, academic integration and educational goal commitment. The results suggested that the two persistence models were decent predictors of graduation likelihood of black students at TWIs but not black HBCU students. Educational goal commitment was the best predictor of graduation likelihood for black HBCU students and black TWI students. Black HBCU students were no more or less likely to graduate from college than black TWI students.
Author: Kenneth Wayne Lewis
Publisher:
ISBN:
Category : College athletes
Languages : en
Pages : 360
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Author: Dennis M. Baskin
Publisher:
ISBN:
Category :
Languages : en
Pages : 122
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