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Predicting Graduation Rates at Non-Residential Research Universities
Title
Predicting Graduation Rates at Non-Residential Research Universities.
Creator
Harrison, Jamonique K., Floyd, Deborah L., Laanan, Frankie Santos, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
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...
Show moreThe 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.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004603, http://purl.flvc.org/fau/fd/FA00004603
Subject Headings
Dropout behavior, Prediction of, College dropouts--Prevention., Education--Research--Philosophy., Education, Higher--Administration.
Format
Document (PDF)
Departure of Hispanic and Anglo females from public and private universities in Florida
Title
Departure of Hispanic and Anglo females from public and private universities in Florida.
Creator
Kelly, Antonieta Surroca., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description
Two hundred and two Hispanic and Anglo women from a public and a private university in south Florida, were requested to complete a survey to determine their reasons for departing from the institutions were a function of their ethnicity or the type of institution they attended. These women had been accepted to 4-year degree programs and had not enrolled for courses for at least six academic semesters. The instrument used was the Withdrawing/Nonreturning Student Survey (ESS) by American College...
Show moreTwo hundred and two Hispanic and Anglo women from a public and a private university in south Florida, were requested to complete a survey to determine their reasons for departing from the institutions were a function of their ethnicity or the type of institution they attended. These women had been accepted to 4-year degree programs and had not enrolled for courses for at least six academic semesters. The instrument used was the Withdrawing/Nonreturning Student Survey (ESS) by American College Testing (1990). Of the sample, 73 were Hispanic and 129 were Anglo. Forty-seven Hispanics and 57 Anglos were surveyed from the private university and 26 Hispanics and 72 Anglos from the public university. Eighty-four percent of the women were between 21 and 29 years of age, 65.8% were not married, 50% were sophomores at the time of departure and 35.6% planned to go to school and work simultaneously next year. A 2 x 2 factorial MANOVA was utilized to assess the differences among the four groups, across the dependent variables. Reasons for departure reported by individuals were classified as personal, academic, institutional, financial and employment. Results indicate that there were no statistically significant differences among the groups. No differences were found between Hispanics and Anglos from public and private universities, between Hispanics from public and private universities and between Anglos from private and public universities in the reasons reported for their departure from college. Results suggest that the level of acculturation of Hispanic females to the North American society may be a significant explanation for the similar departure responses given by Anglo females. This is consistent with Altman and Snyder's (1970) predictions of ethnic equalization in educational settings for the 1990's in America. Further research is needed to explore subjects' initial choice of the institution they were attending at the time of departure. Recommendations include the creation of an "ombudsman office" for grievances, one-to-one mentoring by professors and upper classmen and for-day care facilities.
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Date Issued
1995
PURL
http://purl.flvc.org/fcla/dt/12405
Subject Headings
Prediction of scholastic success, College dropouts--Prevention, Dropout behavior, Prediction of
Format
Document (PDF)
Factors affecting retention in a community college's welfare-to-work programs
Title
Factors affecting retention in a community college's welfare-to-work programs: a heuristic study of participants' perceptions.
Creator
Pino, Veronica Woodward., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
This study examined the perceptions held by former and current welfare-to-work participants of factors that contributed to the retention, persistence, attrition and/or completion of welfare-to-work training programs at a community college. Using the lived experiences and voices of former or current welfare-to-work participants and a qualitative research design, the researcher examined the following research questions: (a) What factors during the training impacted the movement of participants...
Show moreThis study examined the perceptions held by former and current welfare-to-work participants of factors that contributed to the retention, persistence, attrition and/or completion of welfare-to-work training programs at a community college. Using the lived experiences and voices of former or current welfare-to-work participants and a qualitative research design, the researcher examined the following research questions: (a) What factors during the training impacted the movement of participants from welfare-to-work? (b) How did these factors enhance or serve as barriers to the movement of participants from welfare-to-work? This study was presented as a heuristic study of 12 former welfare participants who have transitioned or are currently transitioning from welfare to work. Using purposeful sampling, the researcher selected the participants for this study through self-identification or through nomination by program leaders and other program participants. Each of the 12 former welfare participants was interviewed about the situational, institutional, and dispositional aspects of their training. Demographic data were collected on each of the 12 participants for the purpose of a comparative analysis. Interviews of family members or friends of each of the participants validated the stories provided by the participant. Interviews with two administrators with direct responsibilities for some of the training programs for participants transitioning from welfare-to-work were also done to substantiate the stories of the participants. The findings of this study indicated three conclusions about the participants' perceptions of factors affecting their retention in welfare-to-work programs in a community college., First, the participants' desires to break the cycles of generational welfare were evident in every aspect of the training from having a better life for their children to dealing with the embarrassment of receiving government assistance.Second, welfare-to-work training experiences were influenced by institutional factors such as instructional and institutional support or lack of support for education and career development, including mentoring. Third, personal factors such as family motivation and role models, religion, drive and determination, and the desire to make a difference shaped the participants' career training experiences and contributed to persistence and completion.
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Date Issued
2008
PURL
http://purl.flvc.org/FAU/186300
Subject Headings
College dropouts, Prevention, Academic achievement, Welfare recipients, Education, Community colleges, Attitude (Psychology), Motivation in education
Format
Document (PDF)
Retention in Florida community colleges
Title
Retention in Florida community colleges: a study of the 2005-2008 academic years.
Creator
DeLuz, Ancil., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
This study examined the relationship between selected student and institutional characteristics and the retention rates of first-time, degree seeking, full-time and parttime, freshman student cohorts in public community colleges in Florida. Based on data obtained from the Integrated Post-Secondary Data System on selected student and institutional variables for three years beginning fall 2005, 2006 and 2007, retention rates were analyzed for the years beginning fall 2006, 2007 and 2008...
Show moreThis study examined the relationship between selected student and institutional characteristics and the retention rates of first-time, degree seeking, full-time and parttime, freshman student cohorts in public community colleges in Florida. Based on data obtained from the Integrated Post-Secondary Data System on selected student and institutional variables for three years beginning fall 2005, 2006 and 2007, retention rates were analyzed for the years beginning fall 2006, 2007 and 2008 respectively. This quantitative non-experimental descriptive study relied on multiple regression to analyze aggregated data on eight predictor variables to determine their impact student retention rates. A moderating variable (institutional size) was used to determine its influence on the relationship between the predictor variables and the criterion variable. The results suggest that gender and age were positively related to student retention rate at the parttime level, academic support expenses were negatively related to student retention rates at the part-time and full-time levels, and institutional size moderated the relationship between certain predictor variables and retention rates at small institutions.
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Date Issued
2011
PURL
http://purl.flvc.org/FAU/3332179
Subject Headings
Commuity college students, Achievement in education, College dropouts, Prevention, College attendance, Universities and colleges, Administration
Format
Document (PDF)