Low-Income Student Persistence to Timely Graduation as a Function of the Academic Experience PDF Download
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Author: Troy Johnson
Publisher:
ISBN:
Category :
Languages : en
Pages : 23
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Book Description
This study seeks to build on and contribute to research about the access to academic success of economically disadvantaged university students. The researchers aimed to answer the broad question, "How can a public university most effectively and efficiently facilitate the access to academic success and on-time degree completion of low-income students?" Information and data were collected from three large, public universities for comparison and analysis of the persistence and timely graduation of their low-income freshmen participating in "access and success" programs at each institution. Each institution has developed and implemented a robust access and success program and are all operating at different phases of development. The study provides predictive characteristics identifying those students who may be most at risk for academic underachievement in their first year. The study also provides insight into student perceptions of program strengths and weaknesses. Taken together, these outcomes may inform the efforts of institutions to more effectively allocate resources in support of low-income student academic success initiatives. A list of bibliography and references is included. (Contains 7 tables and 4 footnotes.).
Author: Troy Johnson
Publisher:
ISBN:
Category :
Languages : en
Pages : 23
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Book Description
This study seeks to build on and contribute to research about the access to academic success of economically disadvantaged university students. The researchers aimed to answer the broad question, "How can a public university most effectively and efficiently facilitate the access to academic success and on-time degree completion of low-income students?" Information and data were collected from three large, public universities for comparison and analysis of the persistence and timely graduation of their low-income freshmen participating in "access and success" programs at each institution. Each institution has developed and implemented a robust access and success program and are all operating at different phases of development. The study provides predictive characteristics identifying those students who may be most at risk for academic underachievement in their first year. The study also provides insight into student perceptions of program strengths and weaknesses. Taken together, these outcomes may inform the efforts of institutions to more effectively allocate resources in support of low-income student academic success initiatives. A list of bibliography and references is included. (Contains 7 tables and 4 footnotes.).
Author: Lynn M. Sordelet Leonard
Publisher:
ISBN:
Category : African American dropouts
Languages : en
Pages : 298
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Book Description
Author: United States
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 432
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Book Description
Author: Julia Marie Spears
Publisher:
ISBN:
Category :
Languages : en
Pages : 420
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Book Description
In this study, I examined the experiences of low-income students' academic and social transition during their first year of graduate school. The seven participants in this study were a part of a graduate school preparation program (GSPP) at a Midwestern research university where undergraduate research was a mandatory component. Participants took part in undergraduate research during the summer of 2005 and enrolled in graduate school in the fall of 2006. Several theories influenced this study. These include critical theory, graduate school socialization theory, identity development theory, and self authorship theory. A qualitative approach was used to gather detailed data from the participants. Data collection included a series of in-depth, semi-structured interviews with each participant and analysis of GSPP documents. All of the data collected were carefully coded, looking for common themes and patterns. For these low-income students, their first year of graduate school was marked by the interplay between social and academic transitions. Even though all students experience insecurity and anxiety as they begin graduate school, low-income students' experiences are compounded by other insecurities as well. Additionally, these students experienced isolation which further complicated their graduate school socialization process. Understanding the varied needs of low-income students as they begin their graduate studies helps university program administrators, student affairs professionals and faculty to better support these students so that they complete degrees.
Author: George D. Kuh
Publisher: John Wiley & Sons
ISBN: 1118046854
Category : Education
Languages : en
Pages : 422
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Book Description
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.
Author: Maha Edlbi
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659314209
Category :
Languages : en
Pages : 184
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Book Description
Minority, underrepresented, and first-generation college students' (the fastest growing population in the United states) lack of success has negative impacts for both individuals and for society as a whole. Minority students need access and support to graduate in a timely manner from four-year institutions. Financial aid provides students with access to higher education; Orientation, academic advising, tutoring, and counseling and psychology provide students with social and academic capital to successfully navigate the systems of four-year institutions. The research in this book has three objectives: (1) correlate five support services as a tool of academic success (GPA), (2) correlate five support services as a tool of success to timely graduation, and (3) predict the likelihood of two- and three-year graduation of community college transfer students in relation to students' use of support services. Education administrators and policy makers should find this book useful in selecting services to help increase the percentage of minority students who graduate.
Author: Arthur M. Cohen
Publisher:
ISBN: 9780875895116
Category : Education
Languages : en
Pages : 484
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Book Description
This book is about American community colleges, during the period from 1965-1980, and presents a comprehensive study useful for everyone concerned with higher education. It includes data summaries on students, faculty, curriculum, and many other quantifiable dimensions of the institutions. The data, descriptions, and analyses can be used by administrators--to learn about practices that have proved effective; curriculum planners--who anticipated program revision; faculty members--seeking ideas to modify their classes; and trustees and policy makers--for interesting financial and administrative guidelines.
Author: Clifford Adelman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 232
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Book Description
The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.
Author: Alan Seidman
Publisher: Rowman & Littlefield
ISBN: 1475872364
Category : Education
Languages : en
Pages : 359
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Book Description
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.
Author: Vincent Tinto
Publisher:
ISBN:
Category :
Languages : en
Pages : 20
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Book Description
Since the National Defense Education Act of 1958, a primary objective of federal higher education policy has been to increase access to higher education for those who would not otherwise attend, especially those from low income backgrounds. Increasing attention is now being paid to enhancing student retention and graduation, making sure that students not only get in the door of higher education but also are successful in staying there through the completion of a degree. This paper provides a broad survey of what is known about why students leave college before completing their program of study. It also presents strategies that are successful in promoting retention and graduation and offers suggestions for federal policy directions to improve retention. The information and recommendations contained in this paper are aimed at informing the discussions surrounding the reauthorization of the Higher Education Act. (Contains 6 footnotes.).
