Retention as predicted by a student profile at a Hispanic serving institution
| dc.contributor.advisor | Bowden, Randall | |
| dc.contributor.author | Silvas, Rebeka A. | |
| dc.contributor.committeeMember | Banda, Rosa | |
| dc.contributor.committeeMember | Smith, Nancy | |
| dc.contributor.committeeMember | Quick, Catherine | |
| dc.date.accessioned | 2018-03-23T15:32:55Z | |
| dc.date.available | 2018-03-23T15:32:55Z | |
| dc.date.issued | 2017-12 | |
| dc.description.abstract | Retention is high on the list of priorities for both college and university administrators, as well as policy makers. It raises the question what high school data are known before a student attends a college that are predictive of student retention? This study examined 3445 first-time-in-college students from three academic years. Predictors included, age, gender, ethnicity, admission status, high school GPA, ranking percentile, and ACT/SAT scores. The outcome variable was college retention. Data analyses involved chi-square of independence and logistic regression. Results indicated ranking percentile, ACT/SAT scores, and admission status were statistically significant for retention. However, the relationships were weak and the model did not increase predictive values for retention. Although some demographic information and pre-college variables can predict retention, the type of predictors needs to expand to provide a stronger predictive model. Admissions processes may need to consider non-traditional information to include for both admissions and retention prediction. | en_US |
| dc.description.college | College of Education and Human Development | en_US |
| dc.description.department | Educational Leadership, Curriculum & Instruction | en_US |
| dc.format.extent | 92 pages | en_US |
| dc.identifier.uri | http://hdl.handle.net/1969.6/24393 | |
| dc.language.iso | en_US | en_US |
| dc.rights | This material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher. | en_US |
| dc.title | Retention as predicted by a student profile at a Hispanic serving institution | en_US |
| dc.type | Text | en_US |
| dc.type.genre | Dissertation | en_US |
| dcterms.type | Text | |
| thesis.degree.discipline | Educational Leadership | en_US |
| thesis.degree.grantor | Texas A & M University--Corpus Christi | en_US |
| thesis.degree.level | Doctoral | en_US |
| thesis.degree.name | Doctor of Education | en_US |