The purpose of this quantitative study was to discuss the predictability between demographic, academic, and family-related factors on the retention rate of freshman college students. The researcher analyzed, through statistical analysis, each student's high school grade point average, first-semester grade point average, ACT/SAT scores, mother's…

The purpose of this study was to examine the relationship between college persistence and family income, parental education level, and type of financial aid for first-time, full-time Hispanic economically disadvantaged students selected from a South Texas Hispanic-serving institution. The dependent variable, college persistence, was measured by…

This meta-analytic path analysis presents evidence that first-year academic performance (FYAP), measured by first-year grade point average (FYGPA) plays the major role in determining second-year student retention and that socioeconomic status (SES), measured by parental income, plays a negligible role. Based on large sample data used in a previous…

This study investigated the effects of interactional, motivational, self-regulatory, and situational factors on university students' online learning outcomes and continuation intentions during the COVID-19 pandemic. Data were collected from 255 students taking a business course at a university in southern China. Hierarchical multiple regression…

First-generation (FG) students are generally less likely than their continuing-generation (CG) peers to persist and complete a degree. Using student data available at initial enrollment, this multi-institutional study examines retention and transfer at the second year in relation to academic readiness, financial resources, college intentions,…

In this paper, we leverage detailed, individual-level student data to understand the relationships between family finances, merit-based aid, and first-year student retention. With three cohorts of student data that comprise family financial status, institutional merit scholarships, and many of the other known correlates of student retention, we…

We examined the validity of 10 psychosocial factors for predicting retention status (stay, transfer, or drop out) at the start of second year of college by fitting a mixed-effects multinomial logistic regression model. Data consisted of retention records of 9,364 students from 31 four-year institutions. Predictors included commonly used variables…

The designation "low income" is often assigned to students who are Federal Pell Grant eligible; however, family incomes for these recipients range from $0 to as high as $60,000 (Baum & Payea, 2011). Over 93% of all zero expected family contribution (EFC) students have a family income of $30,000 or less and constituted 67.4% of all…

The purpose of this mixed methods study was to explore salient nonacademic factors related to social, economic, and cultural aspects together with traditional academic factors that influenced college retention. The study design employed a mixed-methods sequential explanatory method design, collecting quantitative data for correlation and…

While college campuses nationwide continue to grow in diversity with increased enrollment of students from minority backgrounds, national patterns continue to reveal educational inequities in the retention rates of racial/ethnic minorities. Additionally, socioeconomic factors of family income and parental educational level further complicate…

The purpose of this study is to develop a preadmission predictive model of student success for prospective first-time African American college applicants at a predominately White four-year public institution within the Pennsylvania State System of Higher Education. This model will use two types of variables. They are (a) cognitive variables (i.e.,…

At most colleges and universities, African American and Latino students are less likely than students from other racial and ethnic backgrounds to stay enrolled in college and are, therefore, less likely to earn a college degree. "The Digest of Educational Statistics" reports the following trends: in 2006 30% of Whites age 25 and older…

Focusing on student retention and time to degree completion, this study illustrates how institutional researchers may benefit from the power of predictive analyses associated with data-mining tools. The following are appended: (1) Predictors; and (2) Variable Definitions. (Contains 5 figures.)

This study examined the distribution of financial aid among financially dependent four-year college students and the effectiveness of different types of financial aid in promoting student persistence and timely bachelor's degree attainment. The findings of descriptive statistical and logistic regression analyses using the NCES Beginning…

This study examined first- to second-semester persistence of first-time, full-time college freshmen at a public four-year institution, focusing on Tinto's (1993) concept of separation. Data were collected from 689 first-time, full-time freshmen using the Cooperative Institutional Research Program 1995 Student Information Form, and from 411…